{"1": {"fulltext": "", "height": "3491", "width": "2215", "jp2-path": "schooleconomytre00wick_0001.jp2"}, "2": {"fulltext": "Qass_\\nBook-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0002.jp2"}, "3": {"fulltext": "", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0003.jp2"}, "4": {"fulltext": "", "height": "3419", "width": "1981", "jp2-path": "schooleconomytre00wick_0004.jp2"}, "5": {"fulltext": "", "height": "3419", "width": "1981", "jp2-path": "schooleconomytre00wick_0005.jp2"}, "6": {"fulltext": "", "height": "3397", "width": "1965", "jp2-path": "schooleconomytre00wick_0006.jp2"}, "7": {"fulltext": "", "height": "3397", "width": "1965", "jp2-path": "schooleconomytre00wick_0007.jp2"}, "8": {"fulltext": "J\\nto", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0008.jp2"}, "9": {"fulltext": "SCHOOL ECONOMY.\\nA TREATISE\\nON THE\\nPREPARATION, ORGANIZATION, EMPLOYMENTS, GOVERN-\\nMENT, AND AUTHORITIES OF SCHOOLS.\\nBY\\nJAMES PYLE WICKERSHAM, A.M.\\nPRINCIPAL OF THE PENNSYLVANIA STATE NORMAL SCHOOL, MILLERSVILLE, PENNSYLVANIA.\\nDoce ut discas. Schoolmen.\\nAll who have meditated on the art of governing mankind, have been convinced\\nthat the fate of empires depends on the education of youth. Aristotle.\\nPHILADELPHIA:\\nJ. B. LIPPINCOTT CO.\\n1865.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0011.jp2"}, "10": {"fulltext": "Entered, according to Act of Congress, in the year 1864, by\\nJAMES PYLE WICKERSHAM,\\nin the Clerk s Office of the District Court of the United States for the Eastern\\nDistrict of Pennsylvania.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0012.jp2"}, "11": {"fulltext": "far tht iutrifei,\\nwho have so eagerly treasured up his words in the\\nlecture-room, and so faithfully followed his precepts\\nin the practice of their profession; whose\\ngratitude has been his richest reward\\nin the past, and whose hind re-\\nmembrance he is most anxious\\nto secure for the future;\\nM%$ W Blunt,\\nin which they will not fail to find much that\\nwill remind them of old classmates and\\nby-gone times, is respectfully dedi-\\ncated by their teacher\\nand friend,\\nTHE AUTHOR.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0013.jp2"}, "12": {"fulltext": "", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0014.jp2"}, "13": {"fulltext": "PREFACE.\\nAll that relates to the Theory of Teaching or to its Prac-\\ntice may be embraced under the four following heads\\n1. School Economy.\\n2. Methods of Instruction.\\n3. Methods of Culture.\\n4. The History of Education.\\nUnder the head of School Economy could be considered\\nthe preparation for, and the organization of, the school, and\\nthe conditions of its efficient working under that of Methods\\nof Instruction, an investigation could be made into the nature\\nof knowledge and the methods of imparting it under that of\\nMethods of Culture, the physical and mental constitution of\\nman could be examined, and an effort could be made to arrive\\nat the best means of developing and strengthening it and\\nunder that of the History of Education, there could be related\\nthe success or the failure, the causes and effects, of the various\\neducational systems and efforts which have characterized the\\npast.\\nThe preceding classification of the object-matter of Teach-\\ning was made after several years of careful study, and an\\nexperience in teaching of almost a quarter of a century.\\nIn the summer of 1855, about one hundred and fifty teachers,\\nof the county of Lancaster, in the State of Pennsylvania, assem-\\nbled to receive professional instruction, during three months,\\nat the little town of Millersville. The author was then Super-\\n1* v", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0015.jp2"}, "14": {"fulltext": "VI PREFACE.\\nintendent of Common Schools for the county, and became ex\\nofficio Principal of the school thus established. In the discharge\\nof his duty as Professor of the Theory and Practice of Teaching,\\nhe delivered a series of lectures and these form the nucleus\\nabout which he has continued to collect additional matter, as\\ndiligently as his other duties would permit, until the present\\ntime. Elected Principal of the Normal School in 1856, he has\\ndelivered twice a year, in the form of lectures to his classes in\\nTeaching, the matter thus collected and he has allowed no\\nsuch opportunities to pass without turning them to advantage\\nby reviewing opinions and testing theories. That his views\\nnow aj)proximate the truth appears from the skilful school-\\nwork of several thousand of his pupils who have become\\nteachers.\\nWhen the idea of publishing a book was first entertained,\\nonly one volume was contemplated afterwards, two then,\\nthree and now the material on hand has taken shape as\\nindicated on the preceding page. The printing of this volume\\nwill be ventured upon as an experiment, and its reception by\\nthe Profession may determine the fate of the rest. At the\\nbest, some years must elapse before all of them can be pre-\\npared. The matter intended for the volume on Methods of\\nInstruction is now almost ready for the press but that in-\\ntended for the volume on Methods of Culture exists only\\nin the form of outlines of lectures, and that intended for the\\nvolume on the History of Education lies scattered about in\\nnotes, references, and fragmentary remarks.\\nIn preparing the lectures which constitute the ground-work\\nof the present volume, use was made of all the books relating\\nto Education and Teaching that could be procured in this coun-\\ntry, and numerous English, French, and German works were\\nconsulted. The names of very few authors, however, will be\\nfound in this volume and it is much regretted that the credit\\ndue him cannot now be given to each. The lectures were at\\nfirst arranged without any reference to their publication they\\nwere delivered many times, with additions and amendments,\\nuntil the whole became so connected together that it has been\\nfound impossible to unravel the web thus woven and point out\\nthe place whence each thread was taken. But, though many", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0016.jp2"}, "15": {"fulltext": "PREFACE. Vll\\nmarks of quotation are not used, it mu t not be supposed\\nthat the author desires to erect a superstructure for himself\\nby taking forcible possession of the materials prepared by\\nothers and, in order to avoid all controversy, if indeed any\\none should care to dispute about the matter, he is willing that\\nevery thing contained in this book which was published prior\\nto its date may be considered as borrowed but to claimants\\nis left the difficult task of dividing the allotment for them-\\nselves. This is the more readily done, because little is cared\\nas to who first stated an isolated fact or discovered a discon-\\nnected principle. This work aims to embody what is known\\nin the department of education of which it treats, into a\\nsystem it professes to be a practical treatise based on scien-\\ntific principles and as such its merit must be judged. It\\nwould have been easy to fill the book with accounts of par-\\nticular methods and special cases, with descriptions of funny\\nschool-scenes and relations of amusing anecdotes but it is\\nthought that the time has gone by when it was proper to in-\\ntroduce such things into our graver professional literature.\\nNo work upon Teaching can now be welcomed by the think-\\ning teacher whose methods of treating the subject are not\\nscientific in their nature. So much that is superficial has\\nbeen spoken and written upon Education, that it has almost\\ncome to be doubted by some, whether there can be found\\nconcerning it any broad, general principles that may be used\\nto unite its facts into a coherent whole. As treated of in the\\npresent volume, Teaching is more an art than a science but\\nit is an art based either upon the observation of facts or the\\napprehension of principles. The second and third volumes\\nof the series will treat more strictly of Teaching as a science.\\nEeaders of this book, it is hoped, will be found not only\\namong teachers and school-officers, but among the unpro-\\nfessional friends of education. Every parent will find matter\\nin it with which he ought to acquaint himself. But the author\\nhas no disposition to conceal the fact that he has written\\nmainly for teachers. His own class of student-teachers has\\nbeen constantly before his mind, and he has earnestly endea-\\nvored to supply their wants and the wants of others situated\\nlike them. It is thought that the matter of the book is so", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0017.jp2"}, "16": {"fulltext": "Vlll PREFACE.\\narranged that it may be profitably used in the regular recita-\\ntions of the Normal School and the Teachers Institute.\\nFinally, if his book fail to accomplish its purpose, the\\nauthor will not consider his time misspent if what he has\\nwritten shall aid in opening the way for another to perfect\\nthe work he has labored to begin. Education has its prin-\\nciples, and is a science. These principles can be arranged\\ninto a system. Teaching will be recognized as a learned pro-\\nfession, and Teacher will become an honored title among men\\nto wish to be remembered as one who contributed to these\\nends is, surely, not an unworthy ambition.\\nJ. P. W.\\nState Normal School, October, 1863.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0018.jp2"}, "17": {"fulltext": "CONTENTS.\\nCHAPTER I.\\nTHE PREPARATION FOR THE SCHOOL.\\nPAGE\\nI. School-Sites.... 1\\n1. Convenience of Access 2\\n2. Suitability of Grounds and Sueeoundings 3\\n3. Healthiness of the Neighboehood 4\\n4. Beauty of Location 4\\nII. School-Grounds 5\\n1. The Aeeangement of School-Geounds 6\\n1st. Size 6\\n2d. Shape.. 6\\n3d. Plan 7\\n4th. Apparatus 8\\n5th. Care-taking 9\\n2. The Advantages of School-Geounds 9\\n1st. The Invigoration of the Health of the Pupils 10\\n2d. The Removal of particular Causes of Disorder\\n.from the School 10\\n3d. The Promotion of Study 12\\n4th. The Cultivation of Taste 13\\n5th. The Furnishing of Occasions for imparting certain\\nKinds of Instruction 13\\n6th. The Presentation of Opportunities for studying the\\nDisposition of Pupils 15\\nix", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0019.jp2"}, "18": {"fulltext": "X CONTENTS.\\nPAOB\\nIII. School-Grades 15\\n1. The Plans of Graded Schools 15\\n1st. The Number of Grades 16\\n2d. The Manner of Grading 19\\n2. The Objects of Graded Schools 24*\\n1st. They economize the Labor of Instruction 24\\n2d. They lessen the Cost of Teaching 24\\n3d. They make Teaching more effective 24\\n4th. They promote good Order in School 25\\n6th. They prompt the Ambition of Pupils 25\\n6th. They provide Instruction in the higher Branches\\nof Learning 26\\n7th. They remove the Necessity of Children s leaving\\nHome to obtain a good Education 26\\nIV. School-Studies 27\\n1. Studies for Primary Schools 27\\n2. Studies for Grammar-Schools 29\\n3. Studies for High Schools 30\\n4. Studies for Colleges 31\\nV. School-Houses 33\\n1. Size 33\\n2. Form 34\\n3. Internal Arrangement 34\\n4. Recitation-Rooms 38\\n5. The Cellar 39\\n6. Lighting 39\\n7. Heating 40\\n8. Ventilation 41\\nVI. School-Furniture 42\\n1. Desks and Seats v 42\\n2. Platform 43\\n3. Blackboard 43\\n4. Miscellaneous Articles of Furniture 46\\nVII. School- Apparatus 46\\nVIII. School-Eecords 48\\n1. The Forms of School-Records 48", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0020.jp2"}, "19": {"fulltext": "CONTENTS. XI\\nPAGE\\n1st. A Register of Admission and Withdrawal 60\\n2d. A Register of Attendance and Deportment 61\\n3d. A Class-Register 64\\n4th. A Summary Register 66\\n2. The Objects of School-Records 65\\n1st. To aid the Teacher in his Work 57\\n2d. To give Information to Parents and School-Officers 57\\n3d. To furnish educational Statistics 67\\n4th. To exert a beneficial Influence upon the Pupils 58\\nCHAPTER II.\\nTHE ORGANIZATION OF THE SCHOOL.\\nI. The Temporary Organization of the School 60\\n1. The Seating 66\\n2. The Times of Opening and Closing the School 66\\n3. The Hours of Recesses and Intermissions 66\\n4. Leaving Seats and asking Questions 66\\n6. Whispering 66\\n6. General Deportment 67\\n7. Work 68\\nII, The Permanent Organization of the School 70\\n1. Provisions Relating to Study 70\\n1st. The Branches to be taught in the School 71\\n2d. The Branches to be studied by each Pupil 73\\n3d. The Text-Books to be used 76\\n4th. The Formation of the Pupils into Classes 83\\n5th. The Distribution of the Classes among the Teachers 92\\n6th. The Arrangement of Times for Study and Recita-\\ntion 94\\n2. Provisions relating to Order 99\\n1st. The Conditions upon which Pupils may be admitted\\ninto the School 100\\n2d. The School-Limits 101\\n3d. The Length of the School-Day 102\\n4th. The Time and Length of Intermissions 106\\n6th. The Opening and Closing Exercises of the School 10C\\n6th. The Calling out and Dismissing of Classes 109", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0021.jp2"}, "20": {"fulltext": "Xll CONTENTS.\\nPAGB\\n7th. The granting of Special Privileges 110\\n8th. The Transaction of General Business 114\\n9th. The Administration of Discipline 115\\nCHAPTER III.\\nTHE EMPLOYMENTS OF THE SCHOOL.\\nt. Study US\\n1. The Objects or Study 119\\n1st. Knowledge 120\\n2d. Discipline 121\\n3d. Aspiration 123\\n4th. Efficiency 124\\n2. The Incentives to Study 125\\n1st. Incentives of doubtful Propriety 127\\nPrizes 127\\nMerit-Marks 135\\nEmulation 138\\nFear of Punishment..... 145\\nShame 147\\nRidicule 148\\n2d. Proper Incentives to Study 149\\nThe Approbation of the Teacher 150\\nThe Approbation of the Parents and Friends of the\\nPupil 151\\nThe Approbation of Society 152\\nThe Attainment of an honorable Position in the School 153\\nThe Pleasure of overcoming Difficulties 153\\nThe Gratification of Curiosity 155\\nThe Desire of Knowledge 156\\nThe Hope of Success in Life 157\\nThe Enjoyment of purer ideal Creations 159\\nThe Duty of Self- Perfection 161\\nThe Satisfaction of doing Right 161\\nThe Prospect of Heavenly Reward 162\\n8. The Modes of Study 162\\n1st. Modes of Study in the Attainment of original Know-\\nledge 164\\nEmpirical Knowledge 164", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0022.jp2"}, "21": {"fulltext": "CONTENTS. xiii\\nPAGE\\nPure Knowledge 166\\n2d. Modes of Study in the Attainment of scholastic Know-\\nledge 167\\n4. The Characteristics of the Student 167\\n1st. Health 170\\n2d. Natural Ability 170\\n3d. Love of Learning 171\\n4th. An elevated Ideal 171\\n6th. Self-Reliance 172\\n6th. Perseverance 172\\n7th. The Power of Concentration 173\\n8th. Enthusiasm 173\\n9th. Patience 174\\n10th. Humility 175\\nII. Recitation 175\\n1. The Objects op the Recitation 176\\n1st. To enable the Teacher to estimate the daily Progress\\nof his Pupils 176\\n2d. To enable the Pupils to tell what they know 177\\n3d. To enable the Pupils to acquire well-founded Self-\\nConfidence 178\\n4th. To enable the Pupils to fix in their Minds what they\\nlearn 178\\n5th. To enable the Teacher to explain and illustrate the\\nLesson and add new Matter to it 179\\n6th. To enable the Teacher to keep before his Pupils\\nproper Incentives to Study 179\\n7th. To enable the Teacher to impart Moral Instruction\\nto his Pupils 180\\n2. The Requisites of the Recitation 181\\n1st. A proper Place 181\\n2d. Suitable Apparatus 182\\n3d. Quiet 183\\n4th. Sufficient Time 183\\n8. The Methods of Conducting the Recitation 184\\n1st. Imparting Knowledge 184\\nLectures 184\\nText-Books 186\\nDialogues 187\\nCatechization 188\\n2", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0023.jp2"}, "22": {"fulltext": "XIV CONTENTS.\\nPA09\\n2d. Testing Knowledge..... 189\\nThe Matter of the Questions 190\\nThe Form of the Questions 191\\nThe Mode of Questioning 193\\nThe Teacher in Questioning 196\\n3d. Proving Knoxoledge 198\\nThe Matter of the Answers 198\\nThe. Form of the Answers 200\\nThe Mode of Answering 201\\nThe Pupil in Answering 208\\n4th. Correcting Errors 209\\nThe Correction of Errors by the Pupils 209\\nThe Correction of Errors by the Teacher.... 210\\n4. The Preparation for the Recitation 211\\n1st. The Preparation the Pupil needs for the Recitation 211\\n2d. The Preparation the Teacher needs for the Re-\\ncitation 214\\nIII. Exercise 216\\n1. Unregulated Exercise 218\\n1st. The Place for Play 219\\n2d. The Times for Play 219\\n3d. The Manner of Play 220\\n4th. The Teacher at Play-Time 221\\n2. Regulated Exercise 222\\n1st. The Place for Exercising 223\\n2d. The Times for Exercising 225\\n3d. The Manner of Exercising 225\\n4th. The Teacher at the Exercises 227\\nCHAPTER IV.\\nTHE GOVERNMENT OF THE SCHOOL.\\nI. School-Ethics 231\\nThe Classification of Persons engaged in the School... 231\\nThe Duties of Pupils 233\\nThe Offences of Pupils 235", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0024.jp2"}, "23": {"fulltext": "CONTENTS. XV\\nPAOB\\nII. School-Betributions 237\\n1. Rewards for Good Conduct 238\\n2. Punishments for Bad Conduct 241\\nIII. School-Legislation 245\\n1. Means of preventing Disorder 246\\n1st. Accommodations 246\\n2d. Teachers 247\\n3d. Management 249\\n2. Means of Correcting Disorder 250\\n1st. The Punishment of those who offend. 251\\nThe Principles according to whieh all Punishments\\nshould take place 253\\nPunishments for Offences against Themselves 264\\nPunishments for Offences against One Another 266\\nPunishments for Offences against the School-Property 269\\nPunishments for Offences against the Teacher and\\nSchool-Officers 269\\nPunishments for Offences against the School as a\\nWhole 272\\nPunishments for Offences against Visitors at the\\nSchool. 275\\nPunishments for Offences against Society 276\\nPunishments for Offences against God 278\\n2d. The Pardon of those who repent 279\\nThe Conditions on which Pardon may be granted 281\\n3. Means of inducing Pupils to discharge their Du-\\nties of their own Accord 283\\n1st. Moral Knowing 284\\n2d. Moral Feeling 285\\n3d. Moral Willing 289\\nIV. School-Administration 290\\n1. The Detection of Offenders 291\\n2. The Selection of the Punishment for Offenders.. 298\\n3. The Manner of inflicting Punishment upon Of-\\nfenders 300", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0025.jp2"}, "24": {"fulltext": "XVI CONTENTS.\\nCHAPTER V.\\nTHE AUTHORITIES OF THE SCHOOL.\\nPACK\\nI. The Teacher 305\\n1. The Teacher s Motives 306\\n2. The Teacher s Qualifications 309\\n1st. Physical Qualifications 309\\n2d. Intellectual Qualifications 312\\n3d. Moral Qualifications 314\\n4th. Professional Qualifications 322\\n3. The Teacher s Duties to his Pupils 326\\n1st. To supply their physical Wants 327\\n2d. To supply their intellectual Wants 328\\n3d. To supply their aesthetic Wants 329\\n4th. To supply their moral Wants 329\\n4. The Teacher s Duties to his Profession 331\\n1st. To adorn it by his Skill and Scholarship 333\\n2d. To dignify it by his personal Worth 334\\n3d. To elevate it, by encouraging all Means of profes-\\nsional Improvement 335\\n4th. To render it more united, by showing Respect to his\\nFellow-Teachers 338\\n5. A Teacher s Life., 339\\n1st. Disadvantages 339\\n2d. Advantages 345\\nII. The General School-Officers 351\\nIII. The People in Eespect to Schools 355\\n1. The Relations of Education in Society 356\\n1st. The Relations of Education to Labor 356\\n2d. The Relations of Education to Wealth 360\\n3d. The Relations of Education to Crime 301\\n4th. The Relation of Education to Happiness 364\\n5th. The Relations of Education to Government 369", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0026.jp2"}, "25": {"fulltext": "CONTENTS. XVli\\nThe Agencies by which an Education can be ob-\\ntained 371\\n1st. The Family School 371\\n2d. The Church School 373\\n3d. The Private School 374\\n4th. The State School 375\\n5th. The People s School 377", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0027.jp2"}, "26": {"fulltext": "SCHOOL ECONOMY.\\nBy School Economy are meant all those arrange-\\nments that tend to make the school a fit place in\\nwhich to impart instruction, and all those conditions\\nthat render teaching effective. That schools may\\nbe badly arranged, and that certain conditions may\\nexist which are unfavorable to success in teaching,\\nare unquestionable facts and hence the teacher\\nshould understand School Economy. Without this\\nknowledge, his labors must be ill directed and may\\nbe fruitless.\\nThe whole subject will be divided into five chap-\\nters, as follows:\\nChapter I. The Preparation for the School.\\nChapter II. The Organization of the School.\\nChapter III. The Employments of the School.\\nChapter IV. The Government of the School.\\nChapter V. The Authorities of the School.\\nThis classification explaios itself, and is wellnigh\\nexhaustive.\\nIV1U", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0028.jp2"}, "27": {"fulltext": "SCHOOL ECONOMY.\\nCHAPTER I.\\nTHE PREPARATION FOR THE SCHOOL.\\nPreparation is required for every important un-\\ndertaking. Preparation niust be made for building\\na bouse, for constructing a railroad, for taking a\\njourney, for painting pictures, for growing fruit,\\nfor rearing animals and so for tbe Scbool. Tbe\\nnature of tbis preparation will depend, in eacb par-\\nticular case, upon tbe end intended to be accom-\\nplished, and tbe means wbicb can be used in its\\naccomplisbment. In making preparation for tbe\\nSchool, tbe following particulars must be regarded\\nI. School-Sites.\\nII. School-Grounds.\\nIII. School-Grades.\\nIV. School- Studies.\\nV. School-Houses.\\nVI. School-Furniture.\\nVII. School-Apparatus.\\nVIII. School-Records.\\nI. School-Sites. Too little attention has been\\npaid to the location of school-houses. Not unfre-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0029.jp2"}, "28": {"fulltext": "Z THE PREPARATION FOR THE SCHOOL.\\nquently a school-house is located along some dark\\nalley or noisy street, half in a road and half in an\\nadjacent field, at an angle of a cross-road, or upon a\\nnarrow strip of land where two roads fork. All\\nhave seen it placed upon ground low and marshy\\non a common, rocky and exposed or high up on\\na bank by the roadside. In such locations, dis-\\nturbed by noises attracted by passing vehicles\\nsuffering from heat, cold, dampness, want of light,\\nor miasmatic exhalations blunted in taste and,\\nperhaps, corrupted in morals, pupils cannot pur-\\nsue the work of education with full profit to them-\\nselves or full satisfaction to their teachers.\\nSeveral things must be taken into consideration\\nin selecting a site for a school-house. The most\\nimportant of them are\\n1. Convenience of Access.\\n2. Suitability of the Grounds and Surround-\\nings.\\n3. Healthiness of the Neighborhood.\\n4. Beauty of the Location.\\n1. Convenience of Access. Each Common School\\nhouse is designed to accommodate with school fa-\\ncilities the people who inhabit a certain district of\\nterritory, and should therefore be so located as to\\nfurnish the best accommodations to the greatest\\nnumber without doing injustice to any. Theoreti-\\ncally, taking distance alone into consideration, the\\nplace for the location of the school-house is that to\\nreach which the least possible distance must be\\ntravelled by all the children who attend the school.\\nThis will not often be the centre of the district; for", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0030.jp2"}, "29": {"fulltext": "SCHOOL-SITES. 6\\nthe distribution of the population, the direction of\\nthe roads, and the intervention of obstacles, as moun-\\ntains and streams, will nearly always render it best\\nto choose a different location. All that is insisted\\nupon here is that those whose duty it may be to\\nlocate school-houses should do it with reference to\\ntheir convenience of access, but by no means with\\nreference to this consideration alone. In towns,\\nespecially, it is often best to increase the distance\\nof the school-house from the population to be ac-\\ncommodated, for the purpose of securing a more\\neligible location. for it.\\n2. Suitability of the Grounds and Surround-\\nings. ~No school-house should have attached to it\\nless than a half an acre of ground and a lot larger in\\nextent should be procured whenever possible. The\\nbest shape for a school-yard is rectangular, the length\\nextending north and south, and bearing the ratio\\nto the breadth of about three to two. The ground\\nselected for a school-yard should be level or slope\\ngently toward the south it should be dry, free from\\nobstacles that would interfere with the children s\\nplay, and susceptible of a reasonable degree of or-\\nnament. The air ought to be allowed to circulate\\nfreely about the school-house and the school-grounds,\\nand the sunlight to baptize them with its health-\\ngiving beams.\\nThe surroundings of a school are to be considered\\nof almost as much importance in locating it as its\\ngrounds. The work of the school cannot be well\\ndone amidst noise and confusion. The clatter of a\\nmill or a factory, the sounds which come from a\\nsmith or a carpenter shop, the noises of the busy", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0031.jp2"}, "30": {"fulltext": "4 THE PREPARATION FOR THE SCHOOL.\\nstreet or the thronged highway, all are apt to divert\\nthe mind from study. Still worse is the near prox-\\nimity to the school of a store, a railroad station, a\\nbutcher shop, or a tavern as occurrences at such\\nplaces are sometimes calculated not only to distract\\nthe attention of pupils, but to vitiate their taste or\\ncorrupt their morals. It is best to locate a school-\\nhouse a little distance from the street or the public\\nroad, and away from other buildings. It may be\\nsheltered on the north side by a wood, but the other\\nsides should present an unobstructed view in all\\ndirections.\\n3. Healthiness of the I^EiGHBORHOOD.^-This point\\nneeds only to be stated to secure assent and yet it\\nis not uncommon to find school-houses located amid\\nthe dense population of a city, where children are\\ncompelled to breathe the impure exhalations arising\\nfrom streets, stables, sewers, and thousands of lungs;\\nnear marshes, stagnant bodies of water, or rivers\\nwhose subsiding waters leave vast accumulations\\nof vegetable matter to decay in the autumn sun\\nor in low, damp situations, where heavy vapors\\nhang about them in the morning long after the glad\\nsunshine has begun to play all over the neighboring\\nhill-sides, or the chill night-dews fall before the\\nday s work is done. Of doubtful benefit is that\\nbenevolence which provides for the education of the\\nmind at the sacrifice of the health of the body.\\n4. Beauty of Location. Very seldom in the past\\nhave those who selected sites for our school-houses\\nallowed themselves to be influenced by beauty of\\nlocation and yet it is a very important considera-\\ntion. A school-house so situated that the children", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0032.jp2"}, "31": {"fulltext": "SCHOOL-GROUNDS. 5\\nwho frequent it can look out in all directions upon\\nscenes of romantic wildness or quiet beauty will\\nteach, many lessons better than they can be learned\\nfrom books. We are taught unconsciously by the\\nobjects that surround us; and towering mountains\\nand peaceful valleys, golden grain and shaded forests,\\nrough wild rocks and pleasant gardens, villages\\ndotting the neighboring plains, and vessels gliding\\nalong the distant river, all have truth for the in-\\ntellect and beauty for the heart. Scenes like these\\nleave upon the susceptible mind of a child a deep\\nimpression. Accustomed to look upon the beautiful\\nin nature, he will learn to appreciate the beautiful\\nin life. Thus instructed, he will be more apt to\\nshun the low and the grovelling, the profane and\\nthe vulgar, and to exemplify the sentiment, How\\nnear to what is good is what is fair\\nH. School -Grounds. It is not less important\\nthat a school should have connected with it appro-\\npriate grounds than that the school-house itself\\nshould be well built or properly furnished. But to\\nsuch an extent have those whose duty it is to pro-\\nvide these grounds neglected it, that in many cases\\nschools have no grounds at all, and in others they\\nare much too small to subserve the purposes for\\nwhich they should be designed. Where they do\\nexist, they are often found uncared for, and without\\ngood fences, shade -trees, walks, or flowers, and,\\nnot unfrequently, covered with heaps of stone and\\nrubbish, overgrown with briers and brushwood, or\\nmade unhealthy by stagnant pools of water, and", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0033.jp2"}, "32": {"fulltext": "b THE PREPARATION FOR THE SCHOOL.\\nuseless for the purposes of play by rocks and stumps\\nand the unevenness of the ground.\\nUpon this subject it is proposed to consider\\n1. The Arrangements of School-Grounds.\\n2. The Advantages of School-Grounds.\\n1. The Arrangements- of School-Grounds.\\nThe principal arrangements necessary to be made\\nrespecting school-grounds will have reference to\\ntheir size, shape, plan, apparatus, and care-taking.\\nSize. In cities and towns where ground cannot\\nconveniently be procured, or where the means of\\na district will not justify the outlay, the school-\\nauthorities must be content with small play-grounds\\nwell used. A play-ground of a half an acre in ex-\\ntent may be made to subserve many of the purposes\\nof an ungraded school in a rural district, provided\\nthat but a small part of it be appropriated to orna-\\nment, and that the children be restricted to certain\\nkinds of games, plays, and gymnastic exercises. It\\nis far better, however, wherever suitable ground\\ncan be obtained at any thing like a reasonable cost,\\nto procure a whole acre, or even two or three acres.\\nAcademies, Normal Schools, and Colleges, espe-\\ncially such as furnish boarding accommodations to\\ntheir students, should have, according to their cir-\\ncumstances, from five to fifty acres attached to them\\nand properly laid out in botanic gardens and play\\nand pleasure grounds.\\nShape. The shape of school-grounds containing\\na half an acre or an acre should be rectangular, as\\nbefore stated. The length should extend north and\\nsouth, and the school-house should front toward the", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0034.jp2"}, "33": {"fulltext": "SCHOOL-GROUNDS. 7\\nsouth. With larger grounds the shape is not so im-\\nportant; but they should always form a compact\\nbody.\\nPlan. Supposing that the front of the grounds\\nwill border on a street or a highway, it is best, when\\nthe grounds are not more than an acre in extent, to\\nplace the school-house at about the distance of one-\\nthird their length from the front, and on a line ex-\\ntending lengthwise through the middle of the\\ngrounds. A neat and strong fence should enclose\\nthe grounds. A walk should extend from the front\\nentrance to the house, and walks should also ex-\\ntend to both sides on a line with the front of the\\nhouse. A close and high board fence should ex-\\ntend from the centre of the house behind to the\\ncentre of the fence at the back end of the grounds.\\nThis arrangement will divide the grounds into three\\ndivisions. The two spaces behind the house should\\nbe used for play-grounds, in mixed schools, one for\\neach sex. A shed placed immediately behind the\\nhouse and extending into both play-grounds would\\nfurnish shelter in wet weather. The space in front\\nshould be laid out in grass-plots with shrubbery and\\nbeds for flowers, and a few rustic seats for the stu-\\ndious or those seeking rest from play might be placed\\nunder its shade-trees. The engraving of a school-\\nhouse, designed for a common, ungraded school,\\nwhich is inserted as a frontispiece to this work, will\\nconvey a better idea of what is meant than a de-\\nscription.\\nPlans for designing extensive school-grounds must\\nbe left to the taste of school-authorities, or to be\\ndetermined by their means of gratifying it. They", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0035.jp2"}, "34": {"fulltext": "8 THE PREPARATION FOR THE SCHOOL.\\nmay embrace only the grading of a place for play,\\nthe planting of a few trees, the laying out of a few\\nwalks, and the arranging of a few beds of flowers\\nor they may comprehend all the arts known to the\\nlandscape gardener. No place can be named where*\\nthese arts could be turned to better account. Bless-\\nings upon the benefactors who shall connect with\\nour higher institutions of learning, grounds diver-\\nsified by hill and valley, by grove and copse and\\ncluster, by lawn and nook and glen who shall make\\nwalks and drives wind about them; build here and\\nthere arbors, retreats, and summer-houses cause\\nstreams to meander through them, and, now and\\nthen, swell into little, lakes; place fishes in* their\\nponds, waterfowl upon their lakes, and fawn in\\ntheir groves; erect fountains where best the leap-\\ning of their diamond jets could charm the eye;\\nand set up statues of the good and great whose\\nmute but eloquent voices might speak to the\\nyoung of learning and of virtue.\\nApparatus. Such apparatus for play as is used\\nin the games of ball, foot-ball, base-ball, cricket,\\nmarbles, c, the pupils will furnish for themselves:\\nthey will also procure stones, and sticks, and sand,\\nand clay, and find use for them but there are other\\nkinds of apparatus for the play-ground which the\\nschool-authorities should furnish. Among the most\\nuseful of these, for boys, are a ball-alley, a rotary\\nswing, a climbing-stand, a balancing-bar, and a\\nvaulting-horse. Girls will use swings, jumping-\\nropes, .brick-blocks, and bows and arrows. Such\\napparatus as that now mentioned will answer the\\npurposes of play and exercise in a day-school but", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0036.jp2"}, "35": {"fulltext": "SCHOOL-GROUNDS. 9\\nall boarding-schools should have a room set apart\\nfor gymnastics and supplied with the. most approved\\napparatus. Here the pupils should receive regular\\nand systematic training from a competent teacher.\\nCare-taking. School -Directors or School -Com-\\nmittees should first put the school-grounds in order;\\nbut, after he comes into possession, the teacher ought\\nto be held responsible for their care-taking. It is\\nhis duty to keep a clean and tidy school-room, and\\nit is equally his duty to keep the grounds in good\\ncondition. It is true that the destructive propen-\\nsities of children, uncontrolled, often lead them to\\ndo mischief, to throw down fences, to cut and bark\\ntrees, to cover doors and furniture with uncouth and\\nobscene figures but it is emphatically the teacher s\\nduty to prevent these acts, and no better proof of a\\nteacher s want of qualifications need be asked than\\nhis inability to do so. This propensity of the young\\nto cut, scratch, deface, and destroy school-property\\nshould be corrected. They do not thus misuse the\\nproperty of their parents; and good management in\\nschool will prevent it there. Teachers may create\\nsuch a spirit among their pupils as not only to pre-\\nvent them from doing harm to the school-property,\\nbut to render them willing and ready to assist in\\nprotecting it from the trespasses of others. They\\ncan be taught to love neatness and order, to guard\\naffectionately the trees and flowers about the school-\\ngrounds, and to take pride in protecting and pre-\\nserving then\\n2. The Advantages oe School-Grounds. The\\nfollowing advantages maybe expected to result from\\nschool-grounds well arranged and well provided with", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0037.jp2"}, "36": {"fulltext": "10 THE PREPARATION FOR THE SCHOOL.\\napparatus: the invigoration of the health of the pupils;\\nthe removal of particular causes of disorder from the\\nschool; the promotion of study; the caltivation of taste;\\nthe furnishing of occasions for imparting certain kinds\\nof instruction and the presentation of opportunities for\\nstudying the disposition of pupils.\\nThe Invigoration of the Health of the Pupils. Chil-\\ndren require free, exciting bodily exercise. They\\ncannot be healthy without it. When confined for a\\nlong time, they become restless and unable to study.\\nThey need pure, fresh air, which is seldom found\\nexcept out-of-doors. Nature thus indicates that\\nperiods of exercise should alternate with periods\\nof study. The bones must be strengthened, the\\nmuscles toughened, the blood made to circulate\\nbriskly, and the whole organism of the body made\\nto perform its functions healthfully, in order that a\\nsure basis be had upon which to erect the super-\\nstructure of mental education. There must be a\\nhealthy bodily organization to insure a healthy\\nmental organization and, while a school-room is\\nnecessary to induce the latter, a well-arranged play-\\nground is the best means of promoting the former.\\n]STo gymnastic exercises can be contrived equal in\\nvalue to jumping-the-rope, rolling hoops, ball, or\\ncricket.\\nThe Bemoval of particular Causes of Disorder from\\nthe School. The exercises of a school situated upon\\na street or by the side of a highway must suffer\\ngreat interruption from noise, and be considerably\\ndisturbed by the curiosity pupils evince to see every\\npassing object. At play, in such circumstances,\\nwithout a play-ground, the pupils are themselves in", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0038.jp2"}, "37": {"fulltext": "SCHOOL-GROUNDS. 11\\nconstant danger from horses and passing vehicles,\\nand sometimes give much annoyance to travellers.\\nIn situations removed from such thoroughfares, but\\nin which no school-grounds are attached to the\\nschool, pupils are apt to trespass upon the neigh-\\nboring fields, sometimes to the damage of fences\\nand growing crops or to play in the house, thereby\\ninjuring the furniture, and producing scenes of\\nuproar and confusion.\\nPlay, fun, and frolic, most children will have. It\\nis natural to them and I have no feeling in common\\nwith that pedagogical asceticism which laments this\\ndisposition in the young, or chides children for its\\nreasonable indulgence. An active, wide-awake child\\nis less likely to throw his life away to no purpose,\\nthan a moping, dull one. School-children should\\nneither sit listlessly about the school-house during\\nintermission and noon-time, nor should they be\\nallowed to run up and down the highway, to the\\nneighboring creek or wood, through the village,\\nover the adjoining fields,\u00e2\u0080\u0094 anywhere and every-\\nwhere their fickle fancies may prompt. Both are\\nextremes, and both are wrong. Praise given to the\\nhard-working student who does not rise from his\\ndesk at play-time, is injudicious praise; and the\\nteacher whose care does not follow his pupils while\\nengaged in play, neglects a very important part of\\nhis duty.\\nTo avoid these causes of disorder in the school-\\nhouse and out of the school-house, a good play-\\nground well provided with appropriate apparatus is\\nabsolutely indispensable. Here, within the hearing\\nof the teacher and under his eve, with no danger\\n3*", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0039.jp2"}, "38": {"fulltext": "12 THE PREPARATION FOR THE SCHOOL.\\nto themselves and little opportunity of disturbing\\nothers or trespassing upon their rights, pupils could\\ntake the liveliest exercise and enjoy the merriest\\ngames unmolesting and unmolested. Quarrels would\\nbe few where the teacher s eye might witness them,\\nand vulgar or profane language would be seldom\\nheard where the teacher s ear might catch the un-\\npleasant sound. The hour of play over, the pupils\\nwould return to the duties of the school-room, fresh,\\nvigorous, and ready for work. The propensity for\\nfun and mischief would have exhausted itself, and\\nmost, if not all, would be willing to submit quietly\\nto the necessary restraints of study-hours.\\nThe Promotion of Study. It cannot be doubted,\\nfrom what has already been said, that children would\\nattend school more regularly, be more attentive to\\ntheir studies, learn more and learn it better, if\\nschool -houses were pleasantly situated, school-\\ngrounds properly arranged, and school-plays pro-\\nperly conducted.\\nOur ability to study is greatly influenced by sur-\\nrounding circumstances. ~No one can sit down in a\\ncold, dark, gloomy, uninviting room and study well\\nat least persons whose interest has not become\\ncompletely absorbed in study cannot do so and this\\nfact has as much significance in reference to school-\\ngrounds as to school-houses.\\nLet children have suitable opportunities for play,\\nfor working off their animal energy, and their pro-\\ngress in study will be greatly accelerated. If this\\nbe done, they will work more industriously, and be\\nable to endure, without loss of health, much more\\nmental labor.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0040.jp2"}, "39": {"fulltext": "SCHOOL-GROUNDS. 13\\n17ie Cultivation of the Taste. We have around us\\nsilent teachers. Mountains and valleys, lakes and\\nrivers, green fields and clustering villages, the set-\\nting sun, the clouds of heaven, the grand old ocean,\\nall that is beautiful or sublime in the works of\\nnature and art, elevates the mind and cultivates the\\ntaste while, on the other hand, disproportioned,\\ninharmonious, deformed, or neglected objects excite\\nno train of pleasurable emotions, and familiarity\\nwith such tends to lower the standard by which we\\njudge of the beautiful. The youthful mind is pecu-\\nliarly susceptible to influences of this kind, and it\\ncannot be doubted that the unimproved and unin-\\nviting grounds about our school-houses tend to\\ndeaden the natural sense of beauty and refinement\\ninstead of quickening it. If school-grounds were as\\nwe have shown they should be, their silent teachings\\nwould ever tend to the culture of the noblest feel-\\nings of the human heart and, instead of that ruth-\\nless disposition to destroy, that rough, rude conduct,\\nand those careless habits, which so often characterize\\nthe pupils of our schools, all might have their taste\\nelevated, refined, and purified.\\nThe Furnishing of Occasions for imparting certain\\nKinds of Instruction. The most prominent use of a\\nplay-ground is to enable the pupils to obtain con-\\nveniently relaxation and exercise. When systematic\\ngymnastic training is required, the teacher must\\nconduct the exercises. The games and plays of\\nchildren must be allowed to proceed without unne-\\ncessary interference on the part of the teacher; but\\nhe can sometimes, if in sympathy with children,\\nmake suggestions respecting old plays, or propose", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0041.jp2"}, "40": {"fulltext": "14 THE PREPARATION FOR THE SCHOOL.\\nnew ones, that will much increase the interest taken\\nin them. Children may be taught how to play.\\nOccasions will present themselves, too, when the\\nteacher can find in the play-ground attentive lis-\\nteners to the relation of an anecdote or story, or the\\nreading of some interesting book. If a teacher will\\ntake a seat under a shade-tree near the school, and\\noffer to tell his pupils their names and something\\nconcerning all the flowers, minerals, fossils, shells,\\nor insects they will bring to him, he will need con-\\nsiderable knowledge of Natural History if he is able\\nto keep his bargain. Let it be remembered that the\\ngreatest of the ancient philosophers taught in groves\\nand gardens.\\nThe circumstances of the play-ground may be\\nused to impart important moral lessons. On the\\nplay-ground the real character of pupils shows\\nitself; and the quick judgment of the true teacher\\nwill tell him when he may give a hint that will\\nawaken attention to the right and the wrong, or\\nplant the seed of a moral truth that will grow up\\nin the heart, and produce fruit a hundredfold.\\nEven the presence of the teacher on the play-ground,\\nwhile it need detract nothing from the fun or frolic,\\nwill be beneficial in elevating the general tone of\\nenjoyment. Unkind words will not be spoken, nor\\nselfish deeds be done, when he is by and good\\nqualities soon grow habitual. Instances, indeed, are\\nnot wanting in which, when rebellious natures had\\nstirred up discontent among the pupils, and appear-\\nances indicated the subversion of the teacher s au-\\nthority, he was able, by judicious management on", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0042.jp2"}, "41": {"fulltext": "SCHOOL-GRADES. 15\\nthe play-ground, to arrest the rising tumult and win\\nall back to obedience and respect.\\nThe Presentation of Opportunities for studying the\\nDisposition of Pupils. The success of school-govern-\\nment, and even of teaching, depends very much\\nupon the knowledge the teacher possesses of his\\npupils dispositions. It is on the play-ground that\\npupils first encounter opposing desires and clashing\\nwills, and the teacher can see manifested there,\\nmuch better than in the school-room, all that play\\nof passion and all those springs of action and diver-\\nsities of character incident to social life. Each in-\\ndividual is himself on the play-ground and the\\nteacher, if he freely mingles with his pupils while\\nat play, can scarcely fail to gather information that\\nwill aid him in his school-room duties and prove\\nbeneficial to the school.\\nIII. School -Grades. Pupils can be classed ac-\\ncording to the studies which it is thought best they\\nshould pursue. A system of graded schools pro-\\nvides a separate school or a separate room for each\\nclass, or for as many classes with slightly different\\nattainments as can be conveniently accommodated\\nin the same room. Without some system of this\\nkind, the education that could be furnished by a\\nCommon School system would be very imperfect.\\nWhat is designed to be said on the subject of\\nschool-grades will have reference\\n1. To the Plans of Graded Schools.\\n2. To the Objects of Graded Schools.\\n1. Plans of Graded Schools. Plans of graded", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0043.jp2"}, "42": {"fulltext": "16 THE PREPARATION FOR THE SCHOOL.\\nscliools involve considerations respecting, first, the\\nnumber of grades, and, second, the manner of grading.\\nThe Number of Grades. No principle can be found\\nthat may be used to determine the number of grades\\nin a system of graded schools. Pupils cannot be\\nclassed according to age, and studies admit divisions\\nin a hundred places as well as in ten. The grada-\\ntion of schools is, therefore, a matter of convenience,\\nand its nature must be determined by circumstances.\\nCustom, however, seems to have fixed three general\\ngrades, called, respectively, Primary Schools, Gram-\\nmar Schools, and High Schools. The rudiments of\\nan education are imparted in the Primary School,\\nthe Grammar School carries on the work, and the\\nHigh School completes it. Where no Grammar\\nSchools or High Schools exist, or where it is incon-\\nvenient to patronize them, the Academy and the\\nSeminary take their place and those who wish to\\npursue their studies beyond the course contemplated\\nby these classes of institutions resort to the College\\nor the University.\\nIn large cities or towns, Primary Schools are\\ndivided into several grades, very frequently into six\\nor eight, and Grammar Schools are likewise divided\\ninto several grades, mostly into three or four. It is\\nvery evident that, in fixing the number of grades for\\na particular locality, certain knowledge may be\\nagreed upon as proper to be imparted in the Pri-\\nmary Schools, certain other knowledge as proper\\nto be imparted in the Grammar Schools, and the\\nremaining branches of the course may be reserved\\nto be taught in the High School but in this divi-\\nsion of a course of study, as well as in all subdivi-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0044.jp2"}, "43": {"fulltext": "SCHOOL-GRADES 17\\nsions of it, the arrangement must be arbitrary.\\nThe grades of the schools might be used to deter-\\nmine the studies, just as well as the studies to deter-\\nmine the grades. Both studies and grades must be\\nadjusted to one another and to the circumstances\\nof the locality.\\nSome help to those needing it, however, may be\\nrendered by the following statements, which are in-\\nferences drawn from the results of the systems of\\ngrading schools, adopted in many places. They are\\nintended to apply only to our present social con-\\ndition.\\nThere ought to be a school for every fifty pupils\\nwho are accustomed to attend school in a district.\\nIn thinly populated neighborhoods there may be a\\nschool for a less number. One teacher is wanted\\nfor such a school and he must classify his pupils\\nas best he can.\\nWherever from fifty to eighty pupils can con-\\nveniently attend a school, it should have a recitation-\\nroom attached to the school-room, and an assistant\\nteacher should be employed. Such a school can be\\ndivided into two divisions, a Primary division and\\na Grammar division, although both divisions would\\noccupy the same room except when reciting.\\nWhen the number of pupils attending one school\\nis increased to from eighty to one hundred and\\ntwenty, there should be a school-room and two\\nrecitation -rooms, a Principal and two assistant\\nteachers. Such an arrangement will be open to the\\nobjection that it brings older and younger pupils\\ntogether and subjects them in some respects to the\\nsame discipline but on the whole it will be found", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0045.jp2"}, "44": {"fulltext": "IS THE PREPARATION FOR THE SCHOOL.\\nthe cheapest and best mode of grading if grading\\nit can be called for the stated number of pupils.\\nIn a rural neighborhood or a village where from\\none hundred and twenty to one hundred and fifty\\npupils can be conveniently collected into one place,\\nthe school-house should have three apartments, two\\nfor Primary Schools and one for a Grammar School;\\nor, if preferred, there can be three houses, two for\\nthe Primary Schools and one for the Grammar\\nSchool. The pupils in the Grammar School will be\\nto those in the Primary Schools in about the ratio\\nof one to three. Provision must be made for pupils\\nin Grammar and Primary Schools in about the same\\nratio until their number reaches six hundred, when\\nand not safely before a High School can be\\nestablished. With High, Grammar, and Primary\\nSchools the ratios of pupils in the different grades\\nrespectively, will stand about one, three, and eight;\\nand, consequently, of the six hundred pupils fifty\\nwill be found in the High School, one hundred and\\nfifty in the Grammar School or Schools, and four\\nhundred in the Primary Schools. If but one Gram-\\nmar School be provided, there should be three dis-\\ntinct classes, with three teachers if three such\\nschools be provided, each school can be occupied by\\npupils of one grade. The pupils attending the Pri-\\nmary Schools can be divided into eight grades, if\\nso many be desirable, and they can either be accom-\\nmodated in one large school-building or in separate\\nschools.\\nFrom six hundred up to any higher number, the\\nrelative number of pupils attending each grade of\\nschools will not be much changed, and schoo\\\\-ac-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0046.jp2"}, "45": {"fulltext": "SCHOOL-GRADES. 19\\nconimodations can be made accordingly. It ought\\nto be remarked, however, that it has been found\\nbest in large cities to raise the grade of a High\\nSchool somewhat above that now contemplated,\\nthus necessitating a rise in the grades of the schools\\nbelow it.\\nThe Marnier of Grading. Incidentally, in speak-\\ning of the number of grades, something has been\\nsaid in regard to manner of grading; bat it is\\ndeemed best to make the subject as clear as possi-\\nble by presenting it under a distinct head.\\nThe first system of graded schools that will be\\nnoticed may be called the Union Graded System.\\nThis system consists in bringing all the pupils of\\nthe several grades to one building designed for the\\npurpose, and uniting them under one Principal or\\nSuperintendent. Of course, separate apartments\\nare appropriated to the Primary, Grammar, and\\nHigh Schools, and to as many subdivisions of these\\nas may be deemed expedient. A Union School with\\nan attendance of six hundred, pupils would require\\nabout twelve teachers and a general Superintendent.\\nEight teachers should be employed in the Primary\\ndepartment, three in the Grammar department, and\\none, with such help as could be rendered in this de-\\npartment by the Superintendent, would be sufficient\\nfor the High School. If the grades of pupils be\\nmade to correspond with the number of teachers,\\nixs they should be, it becomes an interesting\\nquestion as to whether it is best to assign a separate\\nloom to each grade and each teacher and let each\\nteacher hear his pupils in all their studies, or whether\\nit is best to provide rooms large enough to seat the", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0047.jp2"}, "46": {"fulltext": "20 THE PREPARATION FOR THE SCHOOL.\\npupils belonging to several grades, have recitation-\\nrooms, a Principal, and the needed number of as-\\nsistants. My own well-matured conviction is that\\nin a Union School having an attendance of six\\nhundred pupils, which we are taking as the type of\\nthis class of schools, the best manner .of grading is\\nto provide four apartments, the first two each large\\nenough to seat two hundred Primary pupils, the\\nsecond designed to accommodate the one hundred\\nand fifty pupils who would attend the Grammar\\nSchool, and the third arranged for the pupils of the\\nHio h School. Each of the first should have con-\\nnected with it three recitation-rooms the second,\\ntwo and the third, one. One Principal and three\\nassistants should be employed in each of the Pri-\\nmary Schools, one Principal and two assistants in\\nthe Grammar School, and one teacher and the\\ngeneral Superintendent could do the work of the\\nHigh School. I cannot give at length here my\\nreasons for this opinion but it will be found to\\nsecure better system in the general working of the\\nschool, better discipline among the pupils, and more\\neffective teaching, better system and discipline\\nbecause the Principals would be chosen with refer-\\nence to their executive abilities and disciplinary\\nqualifications, and more effective teaching because\\neach teacher could be engaged in teaching those\\nbranches in which he took most delight or was most\\nsuccessful. The time the pupils spend in passing\\nin good order from one class-room to another, or\\nfrom study-hall to class-room, need occupy but a few\\nmoments, and the movement will relieve them from\\nthe weariness of sitting. All the teachers in such a", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0048.jp2"}, "47": {"fulltext": "SCHOOL-GRADES. 21\\nschool must, of course, unite their efforts in caring\\nfor the moral and spiritual welfare of the pupils\\nunder their charge, who, it seems to me, must he\\ngreatly benefited by the varied instruction of this\\nkind which they would then receive.\\nSeparate Graded Schools differ from Union Graded\\nSchools in this in Union Schools, the pupils are all\\nbrought to one school-house and graded there while\\nin separate schools, a school-house is provided for\\neach grade of pupils, and a teacher employed to take\\ncharge of them. The school-houses designed to\\naccommodate the Primary pupils may he placed in\\ndifferent parts of the district hut the location of\\nGrammar and High Schools must be more central.\\nA system of Graded Schools for a city or town may\\nconsist partly of Union Schools and partly of Separate\\nSchools. Local circumstances sometimes render ii\\ninconvenient for young children to walk the distance\\nnecessary to reach a Union School and in such cases\\nit is wise to provide separate Primary Schools for\\nthem.\\nIn regard to the relative advantages of the Union\\nand Separate Graded Systems, it might be remarked\\nthat the Separate Graded System places the schools\\nat a less distance from the pupils, avoids sudden\\ndangers as from fright or fire, and lessens the evils\\nof noise, confusion, and evil association, which,\\nunless the school-grounds be very commodious and\\nthe school-discipline very exact, will prevail where\\nhundreds of children are brought promiscuously\\ntogether. On the other. hand, it should be stated\\nthat Union Schools can be managed more cheaply,\\nthey admit better gradation, and can be subjected", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0049.jp2"}, "48": {"fulltext": "22 THE PREPARATION FOR THE SCHOOL.\\nto a much more complete supervision. In good\\nhands, as a working machine, Union Schools have\\ndecided advantage over any other system.\\nWhat has heen said has reference to schools in\\ncities and towns. Something must be added concern-\\ning the manner of grading schools in the country.\\nOf course, grading schools in country districts is only\\npracticable in thickly settled neighborhoods. Here\\nit is practicable and the schools will never produce\\ntheir full fruits without it.\\nIf the old school-houses were out of the way, the\\nbest manner of grading schools in rural districts\\nwould perhaps be to divide a township into districts\\ncontaining each a school-going population of from\\none hundred and twenty to two hundred, and then\\nbuild two or three Primary Schools at convenient\\nplaces, and locate a Grammar School somewhere\\nnear the centre of the district. The younger pupils\\nwould thus enjoy school privileges by walking a\\nshort distance, and the older pupils could obtain a\\nbetter education by going a little longer distance.\\nIf people really felt the value of a graded school, a\\nnear approximation to this result could often be\\nobtained without much change in existing arrange-\\nments as to school-houses.\\nAnother mode of securing the advantages of\\ngraded schools in rural districts will be named, not\\nso complete as the preceding, perhaps, but against\\nwhich much less opposition would be made. This\\nplan consists in bringing together wherever practi-\\ncable and it is practicable in every thickly settled\\nrural district from fifty to eighty pupils of all\\ngrades, and providing seats for them in the same", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0050.jp2"}, "49": {"fulltext": "SCHOOL-GRADES. 23\\nschool-room, but to which a recitation -room should\\nbe attached. The teachers should consist of a Prin-\\ncipal and one assistant, and the pupils should be\\ndivided into two grades and subdivided into classes.\\nOne of the teachers should remain in the school-\\nroom all the time, while the other could hear classes,\\nuninterrupted, in the recitation-room. Some classes\\nthat could best be heard in the school-room, might\\nbe; though this would not very often be necessary.\\nWhere from eighty to one hundred and twenty pupils\\ncould conveniently assemble at one house, there\\nshould be two recitation-rooms and two teachers.\\nThe advantages of such a system are very great.\\nIt enables the older children in a family to lend\\ntheir protection to the younger ones in going to and\\ncoming from school. It enables the school-authori-\\nties to accommodate the increasing number of school-\\nchildren without building new school-houses. All\\nthat is necessary is to enlarge the old ones, where\\nthey are sufficiently good to warrant it. It enables\\nthese same authorities to procure the services of the\\nvery best teachers as Principals, since they could\\npay them good salaries. The assistants could in\\nmany cases be chosen from among the oldest and\\nbest-qualified pupils; they might not be needed all\\nthe time, and would not expect large compensation.\\nCinder the direction of a competent Principal, they\\nwould do their work well. If selected because they\\ndesired to become teachers, the system might do\\nmuch to provide its own teachers. With such a\\nlarge number of children from whom to gather\\npupils, the Principal of each of the schools graded\\nupon this plan could find employment for ten\\n4*", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0051.jp2"}, "50": {"fulltext": "24 THE PREPARATION FOR THE SCHOOL.\\nmonths in the year; for should the public schools\\nbe open a less length of time, a private school would\\nbe well patronized. In this way, teaching would\\nbecome a permanent business, and a long step\\nwould be taken towards constituting it a profession.\\n2. The Objects of Graded Schools. Some of\\nthe most prominent objects the friends of education\\nhave had in view, in advocating a system of graded\\nschools, are the following they economize the labor of\\ninstruction; lessen its cost; make teaching more effect-\\nive promote good order in school prompt the ambition\\nof pupils provide instruction in the higher branches of\\nlearning and, remove the necessity of children s leaving\\nhome to obtain a good education.\\nThey economize the Labor of Instruction. In un-\\ngraded schools there is much unnecessary expendi-\\nture of time and labor. Several teachers may each\\nhave a small class in a branch of learning, whose\\nrecitations require about as much time as if all the\\nclasses were combined. Less interest, too, is always\\ntaken, both by pupils and teachers, in small classes\\nthan in those which are larger. Graded schools\\ndiminish the number of classes, and thus economize\\nthe labor of instruction.\\nThey lessen the Cost of Teaching. If graded schools\\ndecrease the number of classes, they likewise de-\\ncrease the number of teachers required to conduct\\nthem, and in this way lessen the cost of teaching.\\nThey make Teaching more effective. As has already\\nbeen said, ten or fifteen pupils will make more rapid\\nprogress in a class than two or three. But the chief\\nreason why teaching is more effective in graded than\\nin ungraded schools is because in the former no", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0052.jp2"}, "51": {"fulltext": "SCHOOL-GRADES. 25\\nadvantage can be taken of the teacher s special tastes\\nor special talents. When a teacher is compelled to\\nteach ten or a dozen different branches, as mnst be\\nthe case not unfrequently in ungraded schools, he\\ncan make but little special preparation for teaching\\nany of them and if he is more fond of some\\nbranches than of others, has a better knowledge\\nof them, or succeeds better in teaching them, and\\nthis will always be the fact, he has no alternative\\nbut to do his best in the unfavorable circumstances\\nin which he finds himself. A well-managed graded\\nschool has its teaching-forces so distributed as to do\\nthe most effective work.\\nThey promote good Order. Graded schools admit,\\nfrom the very nature of their organization, better\\nsystem and better discipline than would be possible\\nif the same number of pupils were distributed in\\nungraded schools. The government of a school is\\nnot so easy where large and small pupils prepare\\nand recite their lessons in the same apartment, as\\nmany sources of disturbance arise which their sepa-\\nration would remove. The easiest school to govern,\\nother things being equal, is one in which all the\\npupils in the school-room prepare their lessons at\\nthe same time and recite them at the same time.\\nThey prompt the Ambition of Pupils.-^-A pupil who\\nenters a graded school has something in addition to\\nthe usual motives to prompt his ambition. He\\nknows that there are higher schools, he sees his\\ncompanions transferred to them, and he naturally\\nworks harder to hasten his own going. If judi-\\nciously managed, the constant spur of such a motive\\nmay be made to do much good.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0053.jp2"}, "52": {"fulltext": "26 THE PREPARATION FOR THE SCHOOL.\\nThey provide Instruction in the higher Branches of\\nLearning. Respecting the value of what are called\\nthe higher branches of an education, there is but\\none opinion among those who are competent to\\njudge; and that is, that no one can be able to appre-\\nciate the true worth of knowledge who neglects the\\nstudy of them. To avoid distinctions in society, to\\nbring out all the talent a people may possess, as well\\nas to allow the privileges of liberal learning to be\\nenjoyed, wherever possible, by the poor and the rich\\nalike, the course of study in our Common Schools\\nought to be so extended as to embrace a number\\nof the higher branches of learning.\\nFor .one teacher to give instruction in an ungraded\\nschool, in more branches than Reading, Writing,\\nArithmetic, Geography, and Grammar, is wellnigh\\nan impossibility. Either our schools must be graded,\\nor the education of the great majority of our people\\nmust stop at this point.\\nThey remove the Necessity of leaving Home to obtain a\\ngood Education, It has been shown that the schools\\neven in most of our rural districts can be graded,\\nand, when graded, that the higher branches of\\nlearning can be taught in them and this removes\\nall necessity of leaving home to obtain a good edu-\\ncation. Some writer upon the subject of education\\nsays, All schools are a necessary evil. What he\\nmeans is that, if education could be obtained in the\\nfamily, it would be much better than in a school of\\nany kind. Whether this is true or not, it is cer-\\ntainly true that the dangers of school-life and they\\nare neither few nor trifling increase in proportion\\nto the distance the child is removed from the family.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0054.jp2"}, "53": {"fulltext": "SCHOOL-STUDIES. 27\\nWhen children can be with their parents all tho\\ntime except the six or eight hours they spend at the\\nDistrict School in company with other children of\\nthe neighborhood, they are comparatively safe but\\nthe moral danger becomes very great when young\\npersons are placed at even the best-regulated board-\\ning-schools, where the watchful eyes and constant\\npromptings of loving parents cannot follow to shield\\nthem from harm. If parents rightly appreciated\\nthis one view of the matter, the earnest educator\\nwould not have long to wait for the establishment\\nof graded schools.\\nIV. School-Studies. The thoughtful educator\\nfinds no more difficult problem than that which is\\nto determine the branches of knowledge which\\nshould be embraced in a course of school-studies, and\\narrange the order in which they should be pursued.\\nThe performance of this task will not be attempted\\nin this volume, as the discussion of the subject\\nwould involve principles which do not come within\\nits scope. But, in order to render as much help as\\npossible to the teacher, some practical suggestions\\nwill be made in regard to studies for Primary Schools,\\nGrammar Schools, High Schools and Academies, and Col-\\nleges. Details must be left to those who write spe-\\ncially upon this subject.\\n1. Studies for Primary Schools. Children\\nenter our Primary Schools at the age of -Q.ve or\\nsix years. They already possess considerable know-\\nledge, and the teacher should begin his instruction\\nwhere that knowledge ends, and follow as closely as", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0055.jp2"}, "54": {"fulltext": "2S THE PREPARATION FOR THE SCHOOL.\\npossible the methods nature s methods by which\\nit was acquired.\\nThe most prominent kind of instruction that\\nshould be imparted in our Primary Schools is Les-\\nsons on Objects. A better name would perhaps be\\nIntuitive Exercises. These lessons are adapted to\\nthe mental condition of young children, and in-\\ntended to gratify their curiosity, discipline their\\nsenses and their powers of observation, develop\\ntheir thinking faculties, and improve their language.\\nThe matter of such lessons consists of the most\\nimportant qualities and phenomena of objects; and,\\nto make the instruction effective, each class should\\nreceive two lessons daily. Some well-arranged sys-\\ntem should be followed in selecting objects for\\nlessons, and in conducting the recitations. Suitable\\napparatus is an indispensable auxiliary to success in\\nObject Teaching. Books treating of this subject\\nmust be referred to for further information.\\nChildren in Primary Schools ought to be taught\\nthe names and the sounds of the letters of the Al-\\nphabet; and they ought also to receive careful\\ninstruction in Pronouncing, Spelling, Defining, Ele-\\nmentary Reading, and Oral Composition. They may\\nwrite, as soon as they are able, accounts of things\\nseen or heard of by them. The committing and\\nspeaking of pieces is an old exercise, but by no\\nmeans a useless one. Appropriate narratives, de-\\nscriptions, and stories may be read to such children\\nwith great profit to them.\\nThe studies of Drawing and Writing must claim\\na large share of attention in the Primary School.\\nPupils in Primary Schools will take great delight", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0056.jp2"}, "55": {"fulltext": "SCHOOL-STUDIES. 20\\nin performing elementary Arithmetical Exercises,\\nand may be shown some of the simplest Geomet-\\nrical truths.\\nLittle songs and hymns should be committed and\\nsung. Both teacher and pupils will be the better\\nfor it.\\n2. Studies for Grammar Schools. Object Les-\\nsons must be continued in the Grammar Schools,\\nthe objects chosen for lessons and the manner of\\nimparting the instruction concerning them being\\nadapted to the age and acquirements of the pupils.\\nIn this manner, much knowledge of such sciences\\nas Botany, Mineralogy, Geology, Chemistry, Natural\\nPhilosophy, and Physiology can be profitably im-\\nparted. ~No instruction that could possibly be given\\nin a Grammar School can exceed this in value.\\nA list of Grammar School studies must embrace\\nSpelling, Defining, Reading, Composition, and the\\nElements of Grammar. One year is quite long\\nenough for pupils to spend in the study of Grammar\\nbefore entering the High School. They can gene-\\nrally learn all of it they can comprehend in that\\ntime, and the remaining time usually wasted upon\\nthis study can be much better employed in studying\\nthe Elements of the JSTatural Sciences, as before sug-\\ngested.\\nGeography may be studied from a text-book, and\\nlikewise the History of the United States.\\nInstruction in Drawing and Writing must con-\\ntinue in all the grades.\\nElementary Arithmetic, both Written and Oral,\\ncan be completed in the Grammar School. If de-\\nsirable, considerable progress might be made in the", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0057.jp2"}, "56": {"fulltext": "30 THE PREPARATION FOR THE SCHOOL.\\nstudies of Elementary Geometry and Elementary\\nAlgebra. Better these than Higher Arithmetic.\\nPupils in Grammar Schools should be taught to\\nsing by note. Vocal Music is very appropriate, both\\nat the opening and the closing of the school.\\n3. Studies for High Schools. The principal\\nstudies embraced in a High School Course are in-\\ncluded in the following classification: Language,\\nInductive Sciences, Deductive Sciences, and His-\\ntory; and the teacher will not make any great\\nmistake if he require his pupils to devote about an\\nequal length of time to each class.\\nIn Language, Grammar, Rhetoric, Composition,\\nElocution, and English Literature must be carefully\\nstudied and if the stud}? of any of the modern or\\nancient languages be contemplated, and no progress\\nhave been previously made in them, it must be now\\ncommenced, and pushed forward as far as time and\\nother circumstances will admit.\\nFrom the many Inductive Sciences, it may be a\\nsomewhat difficult task for the High School autho-\\nrities to select such as should be embraced in the\\nHigh School curriculum. The following branches,\\nhowever, cannot well be omitted Geography, Bo-\\ntany, Zoology, Geology, Astronomy, Natural Phi-\\nlosophy, Chemistry, Physiology, and Psychology.\\nThe most prominent place among the Deductive\\nSciences is generally given to Mathematics. Of\\nMathematical branches, there should be studied in\\nthe High School, Arithmetic, Algebra, Geometry,\\nTrigonometry, and their various applications. The\\nelements of Logic, Ethics, ^Esthetics, and Political\\nScience, or Metaphysics generally, may be studied", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0058.jp2"}, "57": {"fulltext": "SCHOOL-STUDIES. 31\\nwith great profit by those whose minds are suffi-\\nciently matured.\\nHistory, as studied in a High School, should con-\\nsist of a Compend of Universal History, together\\nwith Detailed Histories of the most noted nations\\nof ancient and modern times. The history of the\\nseveral sciences and arts should be included in this\\ncourse.\\nWhat has now been said in reference to a course\\nof study for High Schools, it is conceived, will\\napply, with slight modifications, to the courses of\\nstudy designed for Academies and Seminaries.\\n4. Studies for Colleges. Language, Inductive\\nScience, Deductive Science, and History, constitute\\nthe chief studies of Colleges, as of High Schools\\nand Academies. The relative values of these several\\nclasses of studies are differently estimated in dif-\\nferent institutions but the application of a true\\nstandard would probably reveal the fact that no one\\nclass, either on account of the truths it embodies or\\non account of the discipline it furnishes, can esta-\\nblish any stronger claims upon the pupil s time than\\nthe others. Too much time, probably, is now devoted\\nin our colleges to the study of Language, and, it may\\nbe, to Mathematics, in proportion to the time devoted\\nto other studies. If students in college can make\\nfour recitations daily, I would have them recite once\\nin a branch of study belonging respectively to each\\nof the classes above named. This conclusion is not\\nstated hastily, but only after mature deliberation.\\nLanguage, as studied in a College, should embrace\\nEnglish Literature, Composition, and Elocution.\\nThe classic languages of Greece and Rome should", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0059.jp2"}, "58": {"fulltext": "32 THE PREPARATION FOR THE SCHOOL.\\nbe thoroughly mastered. If the student has time,\\nhe should add to his other acquirements a knowledge\\nof French and German, or other modern languages.\\nSome investigation into the science of language\\nitself may crown the work of this department.\\nThe popular knowledge of the Inductive Sciences\\nwhich students may have obtained in High Schools\\nand Academies must be made precise and systematic\\nin the College. Students must be taught to look\\ndeeper down into nature, and to take broader views\\nof the facts and laws which they witness. It is un-\\nnecessary to name particular studies, for all seem\\nequally valuable and fresh truths may still be\\ngathered from the great store-house in which they\\nwere placed by God himself.\\nThe Deductive Sciences start out with universal\\nprinciples which are revealed by the reason, and are\\ncompleted by the addition of the new truths which\\nare found contained in these principles, by a process\\nof logical evolution. It is in this field that nearly\\nall the great philosophers have labored, and the\\nresults of these labors constitute the proudest monu-\\nments of the human intellect. In this department,\\nthe students in our Colleges should study the Higher\\nMathematics, Rational Physics, and several branches\\nof Metaphysics, as Rational Psychology, Logic,\\nEthics, and ^Esthetics.\\nThe course of reading in History maybe extended\\nin the College to embrace the History of Science,\\nthe History of Art, the History of God s dealings\\nwith men, the Bible, and the most difficult of all\\nstudies, the Philosophy of History.\\nProfessors in a College are supposed to be ac-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0060.jp2"}, "59": {"fulltext": "SCHOOL-HOUSES. 83\\nquainted with all that is known respecting the\\nbranches they teach, and to be able to conduct the\\nstudent in making original investigations. Teaching\\nin the lower schools must consist, in good measure,\\nin making pupils acquainted with text-books but\\nin College they should be taken beyond text-books\\nand made to gather the fruit of knowledge fresh\\nfrom the garden of nature.\\nV. School -Houses. It is not within the design\\nof this volume to treat at length of the construction\\nand arrangement of school-houses. To practice\\nteaching successfully requires a suitable place and\\nproper means to carry on the work. It is for this\\nreason that any thing is now said in reference to the\\nsubject, and most that will be said will be confined\\nto suggestions in regard to Common School houses\\nin rural districts, where such information is so much\\nneeded.\\nThe particulars respecting school-houses which\\nrequire notice are\\n1. Size. The size of a school -house should\\ndepend mainly upon the number of pupils it is in-\\ntended to accommodate. A house designed for an\\nungraded school to be taught by a single teacher\\nshould not contain less than nine hundred square feet.\\nSuch a house will furnish room for vestibules,\\nclosets, platform, c, and leave sufficient to seat\\nabout fifty pupils and to hear their recitations.* A\\nhouse built to accommodate from fifty to eighty\\npupils, and provide them with a recitation-room,\\nshould contain not less than fifteen hundred square\\nfeet and one to accommodate from eighty to one", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0061.jp2"}, "60": {"fulltext": "34 THE PREPARATION FOR THE SCHOOL.\\nhundred and twenty pupils, with two recitation-\\nrooms, should have an area of something like two\\nthousand square feet.\\n2. Form. The best form ior school-houses in\\nrural districts is rectangular, the door entering at\\nthe south end, and the north end being without\\nwindows. The dimensions of the three kinds\\nof school-houses contemplated in the preceding\\nparagraph may be, respectively, the first thirty-eight\\nfeet by twenty-five, the second fifty-two feet by\\nthirty, and the third fifty-six feet by thirty-two. The\\nceiliug in all cases must be from twelve to sixteen\\nfeet high, as it will add to the beauty of the room\\nand to the health and comfort of its occupants.\\n3. Internal Arrangements. All school-houses\\nshould possess rooms for hats, bonnets, shawls, over-\\ncoats, umbrellas, dinner-baskets, c. recitation-\\nrooms, or convenient spaces for pupils during reci-\\ntation a large platform for the teacher, and for use\\nat examinations and exhibitions places for book-\\ncases and apparatus- closets; a large surface of blank\\nwall for blackboards and seats for all the pupils,\\nwith aisles between them for ingress and egress. The\\ndiagram on page 35 will indicate better than any\\ndescription the manner of making provisions for all\\nthese desiderata in an ungraded Common School.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0062.jp2"}, "61": {"fulltext": "SCHOOL-HOUSES.\\n35\\nE\\nE\\nA- Clothes-room for boys, 8 ft. by 9.\\nE. Clothes-room for girls, 8 ft. by 9.\\nW AV W W. Windows.\\nDDDD. Doors.\\nE E. Portico. 6 ft. wide, columns sanded.\\nP F. Platform, 15 in. high, in two risers.\\nL. Passage. 6 ft. wide, lighted by a window\\nplaced above the door.\\nS. Heat Register if a stove is used, it\\nmust be placed near the centre of the\\nroom.\\nX Y X Y. Smoke-flue and ventiduct the\\nlatter in front.\\nG. Teacher s desk or table.\\nH H. Cases for books and apparatus.\\nKKKK. Blackboard-surface.\\n1 1 1 1. Recitation -benches, those back,\\nwhen not in use, to be placed on the\\nplatform, and those in front against the\\npartitions.\\nC C C C. Desks, 4 ft. long, li ft. wide, and\\nfrom 25 to 29 in. high.\\nM M M M. Scats, from 12 in. to 16 in. high.\\nN N N N. Aisles, 1\u00c2\u00a3 ft- wide.\\n0. Main aisle, 3 ft. wide.\\nQ Q Q Q. Space back of seats, 3 ft. wide.\\nP P. Space front of platform, 3 ft. wide.\\n5", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0063.jp2"}, "62": {"fulltext": "36 THE PREPARATION FOR THE SCHOOL.\\nIn connection with the foregoing plan of an un-\\ngraded Common School, it may be useful also to\\npresent the design of one with a recitation-room at-\\ntached to the school-room and calculated to accom-\\nmodate pupils sufficient to employ two teachers.\\nIt is not deemed necessary to explain the several\\nparts of this design, as the letters are used in the\\nsame way as in the preceding diagram. The re-\\ncitation-room is made ten feet wide, and supplied\\nwith seats and plenty of blackboard-surface. The\\nbook and apparatus cases are placed in the recita-\\ntion-room, as more convenient. One good furnace\\nwill heat both rooms. The school-room has been\\nfurnished with seats for eighty pupils by making\\nit somewhat larger, it would seat one hundred and\\ntwenty pupils, in which case the recitation-room\\ncould be enlarged and divided, and two assistant\\nteachers should be employed, as elsewhere stated.\\nSpace is economized by having double desks; but\\nsingle desks are better than double ones in several\\nrespects. Each pupil likes to have his own desk;\\nand he will take more care of it than if he possesses\\nit in partnership with another. It promotes order,\\ntoo, by separating the pupils.\\nThe aisles between the desks ought, if practicable,\\nto be wider than one and a half feet, as this width\\nwill scarcely admit of quick passage between them,\\nand entirely precludes certain gymnastic movements\\nwhich are quite essential to the health of pupils\\nand ought not to be overlooked. The partitions\\nbetween the school-room and the clothes-rooms\\nshould be made movable. The walls of a school-\\nhouse should be painted stone-color, or a lightish", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0064.jp2"}, "63": {"fulltext": "SCHOOL-HOUSES.\\nW W.\\n3T\\npill Hi\\n\u00e2\u0096\u00a0pmHiPi\\nMl\\nliiiii\\n111\\nllllill\\nIII\\n\u00e2\u0096\u00a0\u00e2\u0096\u00a0I\\nHill\\n(liiiii\\nBill\\nSI 111\\nII\\nIIS\\n11\\nliiiii\\nMl\\nPi!\\n\u00e2\u0096\u00a0\u00e2\u0096\u00a0I\\nIB\\n\u00e2\u0096\u00a0III\\niBiiiil U\\nliiiii\\nw", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0065.jp2"}, "64": {"fulltext": "$8 THE PEEPARATION FOR THE SCHOOL.\\nbrown and cherry or walnut is the best color for\\nschool-furniture. For plans of larger school-bouses\\nthan these, as well as for full details in reference to\\nthe subject, the inquirer must resort to some work\\non School Architecture.\\n4. Recitation-Rooms. The shape generally most\\nconvenient for a recitation-room is rectangular; and\\none in which the work of the recitation is mostly writ-\\nten out upon blackboards should be about twice as\\nlong as wide. Schools requiring several recitation-\\nrooms may appropriate one to the hearing of classes\\nin each study or each class of studies taught in the\\ninstitution, and adapt the room, its furniture and\\napparatus, to the end it is intended to subserve. For\\nexample, one room might be appropriated to Mathe-\\nmatics, and be supplied with tables, blocks, models,\\ndiagrams, mathematical instruments, and books for\\nreference another, to Geography and History, and\\nbe supplied with Tellurians, globes, maps, charts,\\ngazetteers, stereoscopes, pictures, antiquities an-\\nother, to Natural Science, whose cases should contain\\na full supply of apparatus, and whose shelves should\\nbe filled with choice specimens from every depart-\\nment of nature and still another, to Art, around\\nwhose walls should hang specimens of writing and\\ndrawing, engravings, paintings, and in whose niches\\nmight be placed a few pieces of statuary. A hint\\nis all that is here intended; and school-authorities\\nmust make the application for themselves. That\\nsomething of the kind might be done in every Union\\nSchool, Academy, or College, does not admit of a\\ndoubt, and, if done, there is just as little doubt of its\\nbenefits. A recitation-room, arranged with taste in", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0066.jp2"}, "65": {"fulltext": "SCHOOL-HOUSES. 89\\nthe spirit of these suggestions, would of itself be a\\nsilent but most effectual teacher, and pleasant asso-\\nciations would ever cluster about it.\\n5. The Cellar. The uses of a school-house\\ncellar are, to keep the floor dry, to store away fuel,\\nand to furnish a suitable place for locating the stove\\nor furnace. The cellar can also be used, when pro-\\nperly lighted and ventilated, as a place for play in\\nunpleasant weather and it ought to be constructed\\nwith reference to that end. When thus used, the\\nceiling should not be less than eight feet in height,\\nand extend at least two feet above the surface of the\\nground. The inside walls should be roughly plas-\\ntered. An entrance must be provided, at some con-\\nvenient place, from the school-room to the cellar.\\n6. Lighting. Light is necessary to health. Facts\\nshow that people who live in well-lighted houses\\nsuffer less from disease than those who are sur-\\nrounded by circumstances which either in whole or\\nin part exclude the light. Plenty of light, too,\\nrenders a room more cheerful and inviting.\\nThe best place, probably, of admitting the light\\nis from the roof by a sky-light. In that case it\\nwould be steady, equally distributed about the room,\\nand free from shadow. As such an arrangement is\\nnot often practicable, the next best mode of admit-\\nting light is from rows of windows placed on each\\nside of the school-house. Light coming from behind\\ncasts shadows in front, which render the light un-\\nequal, and when it comes towards the eyes it is\\napt to injure them by its glare. All school-house-\\nwindows ought to be provided with shutters, but\\ncurtains at least are indispensable.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0067.jp2"}, "66": {"fulltext": "40 THE PREPARATION FOR THE SCHOOL.\\n7. Heating. The common mode in which our\\nschool-houses are heated is very objectionable. A\\nstove is generally placed near the centre of the room,\\nand in cold weather those pupils who sit close to it\\noften suffer from the heat, while those who sit at\\nsome distance from it as frequently suffer from the\\ncold. The temperature of the several parts of a\\nschool -room heated in this manner differs many\\ndegrees. The locality of the stove, too, is generally\\ncovered with dust and dirt, or cumbered with fuel;\\nand sometimes it becomes the point where the idle\\ngather to put in their time and the mischievous col-\\nlect to carry on their tricks. The noise made in\\nkeeping up fires, and the smoke arising from them,\\nare sources of annoyance.\\nTo avoid these disagreeable effects, the heating\\napparatus should be located in the cellar. A small\\npart of the cellar would answer for heater and fuel.\\nOnly a small heater would be needed to heat a single\\nroom, and such can be had at a price little above\\nthat of a large stove; or a stove may be used, if\\nsurrounded with a tin casing so as to force all the\\nheat through the register into the room above, in-\\nstead of distributing it about the cellar. If only so\\nmuch cellar be excavated as to allow space for the\\nlocation of a heater and for the storing of fuel, en-\\ntrance may be had to it from the school-room by\\nmeans of a trap-door placed where it will be least\\nin the way. Care must be taken that the air which\\nfeeds the heater be pure and fresh. Heated air\\nthrown into a room at any point will diffuse itself\\nquite equally throughout the room.\\nIf a stove must be placed in the room, it should", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0068.jp2"}, "67": {"fulltext": "SCHOOL-HOUSES. 41\\nbe surrounded with a tin casing made to extend\\nfrom the floor to about one foot above the top of the\\nstove. There should be a door in the casing for\\nputting in fuel; and a trunk for the conveyance of\\nfresh air should start outside of the building, run\\nunder the floor, and communicate directly with the\\nstove. This arrangement will distribute the heat\\nmuch better about the room, and avoid those cold\\ncurrents of air which always, in a room heated by\\nan ordinary stove, sweep along the floor from the\\nbottom of doors and windows, and openings in the\\nfloor or walls.\\nLarge school-buildings are generally kept warm by\\nfurnaces which heat the air, or an apparatus which\\ngenerates steam but no description of these can be\\ngiven here.\\n8. Ventilation. All the windows of a school-\\nroom should be hung with pulleys, in order that they\\nmay be easily raised or lowered. If windows and\\ndoors are skilfully used, a tolerably good degree of\\nventilation can be secured. The ventilation will be\\nmuch more perfect if the arrangement be adopted\\nwhich is indicated in the designs representing the\\ninternal arrangements of a school-house. In this\\narrangement, the smoke-flue starts from the cellar\\nand runs out at the roof; and, starting at the floor\\nof the school-room, a ventiduct is carried up in\\nfront of it, and separated from it by a sheet-iron\\npartition. In this way the smoke in the flue will\\nheat, and of course expand, the air in the ventiduct,\\nand make it rise in a strong current, while the air in\\nthe ventiduct will not interfere with the draft in the\\nflue. The smoke-flue should be about twenty-four", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0069.jp2"}, "68": {"fulltext": "42 THE PREPARATION FOR THE SCHOOL.\\ninches by nine inches, and the ventiduct the same.\\nThe stove or furnace may have two pipes, one run-\\nning to each smoke-flue. The ventiduct should have\\ntwo registers, one at the ceiling and the other at the\\nfloor, though during the school sessions unless the\\nroom be too warm the upper one should be\\nclosed. Impure air is heavier than other air, and\\nwill generally find egress from near the floor.\\n[Nothing can be said in a work like this of the\\ncomplicated arrangements necessary for ventilating\\nlarge buildings; and those who want information\\nmust seek for it elsewhere.\\nVI. School-Furniture. Some suggestions are\\ndeemed appropriate in respect to school-furniture.\\nThey will be made under the following heads.\\n1. Desks and Seats. Pupils in a school-room\\nshould sit facing the teacher, and all should have\\nassigned them seats and desks adapted to their\\nheight, neatly constructed, and so designed as to\\nplace the occupants in comfortable positions. The\\nseats may be from twelve inches to sixteen inches\\nin height, and the desks, if intended for two pupils\\neach, may be from twenty-five inches to twenty-nine\\ninches in height, eighteen inches wide, and four feet\\nlong; and if for one, two feet long, the other\\ndimensions remaining the same. A desk and seat\\nwill occupy a space upon the floor of nearly or quite\\nthree feet in length. If seats could be so contrived\\nas to remain firm when placed horizontally to allow\\nthe pupil to lean forward easily to write upon his\\ndesk, and then could be made to have an inclination\\nbackwards when the pupil desires to read or study,", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0070.jp2"}, "69": {"fulltext": "SCHOOL-FURNITURE. 43\\nit would add much to his comfort in sitting, and\\nsomething, perhaps, to the comeliness of his figure.\\nBoth desks and seats should be firmly fastened to\\nthe floor. Inkstands should never be set in the\\ndesks, because their lids are apt to be left open or\\nbroken off, and the desks around them are almost\\nalways stained with ink.\\nThe teacher will find a table placed near the\\ncentre of the platform more convenient than a desk,\\nespecially if there be cases for books and apparatus;\\nand these seem indispensable. The teacher s table\\nshould not be stationary.\\nBacks ought to be provided for the recitation-seats,\\nand these seats should generally be movable. A\\nseat might be placed in front of each of the desks\\nnext to the platform, and others, attached to these\\nwith hinges, might, when needed, make the con-\\nnections across the aisles, and, when not needed,\\nrest upon the top of those in front of the desks.\\n2. Platform. A platform a few feet square might\\nbe sufficiently large for the teacher s table but there\\nare numerous occasions in every school when the\\npupils are required to recite before spectators, and\\nat such times classes appear to much better advantage\\non a platform facing the audience. For this reason,\\nthe platform should extend the whole width of the\\nschool-room, and be at least six feet wide. Its height\\nought to be about fifteen inches, with two risers.\\nThe proper place in ungraded schools for book and\\napparatus cases is at the ends of the platform.\\n3. Blackboard. The blackboard is an indispen-\\nsable article of school-furniture as much so as the\\nplough to the farmer, the plane to the carpenter, or\\n6", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0071.jp2"}, "70": {"fulltext": "44 THE PREPARATION FOR THE SCHOOL.\\nthe scalpel to the surgeon. It can be used to ad-\\nvantage in all recitations in all studies.\\nA blackboard should be placed immediately be-\\nnind the platform and extend its whole length, and\\nelsewhere all around the school-room wherever suit-\\nable blank wall can be taken advantage of. I never\\nheard a good teacher complain that he had more\\nblackboard-surface than he could use. The teacher\\nwill want blackboards for his classes while engaged\\nin reciting, and also for others who are preparing\\nto recite. Young pupils can be profitably employed\\nin drawing or writing on blackboards while the\\nteacher is hearing the lessons of older pupils.\\nThe blackboard may be five feet wide, and extend\\nto within two feet of the floor.\\nThe best kind of blackboards are made of slate.\\nThey can be had four or live feet square; but they\\nare too costly for general use. If wood is used, it\\nmust be well-seasoned pine or poplar, of fine quality,\\nand the blackboards must be well made and care-\\nfully painted.\\nA cheap and serviceable black-surface for walls\\nmay be made by the following recipe\\n4 pecks of white finish, or white coating.\\n4 pecks of beach or other fine sharp sand.\\n4 pecks of ground plaster.\\n4 pounds of lampblack.\\n4 gallons of alcohol or good whiskey.\\nThis quantity will make a mixture sufficient to\\ncover twenty square yards of surface. A little\\nflour of emery will prevent the mixture from set-\\nting immediately, thus giving time to put it on the\\nwall with the necessary care. If emery be not used,", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0072.jp2"}, "71": {"fulltext": "SCHOOL-FURNITURE. 45\\nonly a small quantity of the mixture can be put on\\nat a time; and this is perhaps, on the whole, the best\\nplan.\\nThe wall which is intended to be covered with\\nthe black-surface should be plastered like the rest\\nof the room, with the exception that the black mix-\\nture takes the place of the white coating and is put\\non in the same manner. After the black-surface\\nis on the wall, it must be carefully dampened and\\nrubbed, in order to fill up all the pores and make\\nthe surface hard and smooth. If the old surface be\\nwell moistened, a new surface, composed of the same\\nmixture, can be applied. The slate-surface now\\nprepared by manufacturers in Philadelphia, New\\nYork, Boston, and other places, is in some respects\\nsuperior to any blackboard-surface known, except\\nthe real slate. The Report of the Board of Educa-\\ntion of Chicago for 1862 contains the following re-\\ncipe for making blackboard-paint: To make one\\ngallon of the paint, take 10 oz. pulverized pumice\\nstone, 6 oz. pulverized rotten-stone, j lb. of lamp-\\nblack, and mix them with alcohol enough to make\\na thick paste. Grind the mixture very thoroughly\\nin a paint-mill, and then dissolve about 14 oz. of\\nshellac in the remainder of the gallon of alcohol.\\nStir the whole together, and the paint is ready for\\nuse. This paint, if well applied, will make a good\\nsurface.\\nA frame should be placed around all blackboards,\\nwith a trough at the under side to catch the dust.\\nHooks should be attached to them on which to hang\\npointers and rubbers. Prepared chalk and talc are\\nused for blackboard-pencils.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0073.jp2"}, "72": {"fulltext": "46 THE PREPARATION FOR THE SCHOOL.\\n4. Miscellaneous Articles op Furniture. The\\noperations of the school can hardly proceed with the\\nnecessary regularity and system without a clock. It\\nis a silent monitor, ever reminding both pupils and\\nteacher that time is passing. The constant lesson\\nit teaches is, Be ready.\\nA little sweet-toned bell, to be used in calling out\\nand dismissing classes, and, now and then, to arrest\\nthe attention of those who are disturbing the order\\nof the school, must be found among the articles of\\nschool-furniture. If the school-house have no belfry,\\nthe teacher must have a large hand-bell to call the\\npupils from the play-ground.\\nA couple of settees or a few chairs, for visitors,\\ncannot well be dispensed with.\\nPointers, rubbers, brooms, mats, scrapers, wash-\\nbasins, buckets, umbrella-stands, c. need be no\\nmore than named.\\nVII. School-Apparatus. It has not always nor\\neverywhere been considered necessary for the school\\nto be furnished with apparatus of any kind. This\\nwas a mistake. The teacher can be greatly aided\\nin his work by having at his command appropriate\\napparatus. The eye seems to be the most open inlet\\nto the mind; and when a child sees a thing, it is\\nmore effectually impressed upon his memory than\\nif it had been described to him many times.\\nAmong the articles of apparatus which should be\\nfound in all schools are the following a set of\\ncards for teaching the Alphabet, Pronunciation,\\nSpelling, and Elementary Heading, with a stand to\\nhang them upon several sets of Letter-Blocks,", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0074.jp2"}, "73": {"fulltext": "SCHOOL-APPARATUS. 47\\nand a chart of Elementary Sounds Writin g- Charts\\ncards for Drawing, both large and small, to suit\\nclasses or individuals, and a set of objects for\\nDrawing; a Numeral Frame, and sets of Square and\\nCube Root Blocks a Globe, a set of Outline Maps,\\nand a Tellurian charts of History a case of min-\\nerals and curiosities, a large collection of objects\\nfor Object Lessons, some pictures and engravings\\nintended for the same purpose a Thermometer a\\nDictionary, a Gazetteer, and a few other well-selected\\nbooks for reference in the several studies. All these\\narticles of apparatus can be obtained or made with-\\nout much difficulty or expense. No Common School\\nshould be without them.\\nHigh Schools, Academies, and Colleges should be\\nwell provided with Philosophical apparatus, and be\\nmade rich in cabinets, libraries, collections of maps\\nand charts; and even paintings and statuary are not\\nout of place.\\nSchool-apparatus, if well cared for, will last a long\\ntime but if roughly handled, it may be destroyed\\nalmost as soon as procured. To keep it safe, it must\\nbe used carefully and skilfully, and, when not in use,\\nevery article should have its place in the proper case\\nor closet, where close doors, well locked, will keep\\ndust, insects, and rude hands away from it.\\nIn our Common Schools the teacher should be\\nheld responsible for the safe-keeping of the school-\\napparatus, as well as for the taking care of the\\nschool-grounds, school-house, and school-furniture.\\nThe defacement and destruction of school-property\\nby the hands of pupils will not occur under the\\nsuperintendence of a well-qualified teacher; and one\\n6*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0075.jp2"}, "74": {"fulltext": "48 THE PREPARATION FOR THE SCHOOL.\\nwho neglects his duty in this respect should be held\\nto a strict account by his employers. For nie, it is\\na sad sight to see the enclosure of a school-ground\\nbroken down, the grounds themselves filled with\\nrubbish, the walls of the school-house, both inside\\nand outside, covered with uncouth figures, the doors\\nand furniture cut almost to pieces by generation\\nafter generation of ruthless whittlers, the apparatus\\nlost or out of order; and in seeing such sights I\\nhave almost ceased to wonder at the hesitation of\\nSchool-Directors and School-Committees to improve\\nthe school-property. It is for teachers to apply the\\nremedy.\\nIn rural districts, when the school is not in ses-\\nsion, the apparatus should be removed to some\\nprivate dwelling where it will be cared for, and the\\nhouse itself should be placed in charge of the\\nnearest neighbor who will guard the property from\\nabuse.\\nVHI. School-Records. In discussing the subject\\nof School-Records, it will be convenient to speak\\n1. Of the Forms of School-Records.\\n2. Of the Objects of School-Records.\\n1. The Forms of School -Records. School-re-\\ncords, to be most useful, must be adapted to different\\nkinds of schools, and to schools under different cir-\\ncumstances; and for this reason I have doubted\\nwhether it was best to present any forms of them\\nin this book. The importance of the subject to\\nteachers and school-officers decided the question\\nm the affirmative; and it is hoped the forms pre-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0076.jp2"}, "75": {"fulltext": "SCHOOL-RECORDS. 49\\nsen ted will be valuable to some for what they are,\\nand to others for what they suggest. I do not see\\nhow the work of registration can be simplified and\\nmade complete in any school without using the\\nwhole set, or others which answer the same ends.\\nFour forms will be presented, viz. A Register of\\nAdmission and Withdrawal, a Register of At-\\ntendance and Deportment, a Class Register, and\\na Summary Register. Of course, any of the forms\\ncan be dispensed with if it is desirable, or a blank\\nbook can be readily ruled for the forms A and\\nD. Books for the forms B and C should be\\nprinted, as they require considerable ruling, c.\\nThe form of Register on page 50 explains itself.\\nIt may not always be necessary to make a record\\nof all the items indicated in it, and, if not, any of\\nthem can be omitted. Such a Register will be more\\nconvenient if accompanied with an Alphabetical\\nIndex. The Index can be made by numbering the\\nnames in the Register, 1, 2, 3, c, and attaching the\\nsame numbers to the names arranged alphabetically.\\nThe names in the Register on page 51 constitute\\nthe roll of the school which should be called imme-\\ndiately after the opening exercises in the morning,\\nand again just before dismissing in the afternoon.\\nAll pupils answering to their names at the morning\\nroll-call may be marked those answering to their\\nnames at the evening roll-call may be marked\\nand those present at both roll-calls A- Any one\\nwho is absent at the calling of the roll in the\\nmorning should have a placed opposite his name,\\nwhich, if he be present in the evening, and be able\\nto give a satisfactory explanation of his tardiness,", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0077.jp2"}, "76": {"fulltext": "50\\nTHE PREPARATION FOR THE SCHOOL.\\ni-3\\nP\\nW\\nH\\nP\\nft\\nO\\no\\na\\nft o\\np w\\nI 5\\no\\nW\\nEh\\nT\\n4\\ncq\\ns*\\nu\\no\\na 2\\no -a\\nm\\na\\npq\\no\\noi\\n+3 a\\nP, W\\no W\\no\\nO\\nNames of Pa-\\nrents or\\nGuardians.\\nu\\na\\n09\\ns\\nSo\\na\\nPi\\no\\nPh\\n00\\np.\\n9\\no\\nS", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0078.jp2"}, "77": {"fulltext": "SCHOOL-RECORD?.\\n51\\nfa\\ng\\nffl\\nCD\\ng\\nw\\nH\\nt\u00c2\u00bb\\n3\\n1 B\\no\\n1\\nhd\\no\\ng\\n\u00e2\u0096\u00ba3\\na\\n3\\nf\\n1-9\\no\\nt\\nt)\\ng\\na\\nti\\nt)\\n3d\\nH3\\nfcJ\\nb\\ni\\ng\\na\\n1-3\\ne\\n-2\\nj\\nI\\nH\\n1\\n1\\n1\\n1 1\\no\\n1 1 1 1\\nNos.\\nfor the\\nMonth.\\n1 1\\n1\\n1\\n1\\n1\\n1\\n1\\n1\\n1\\n1\\nI\\nI\\nas\\nto\\n3\\nw\\nI\\nw\\nw\\nt\u00e2\u0080\u0094 i\\nCQ\\nH-3\\nW\\nO\\nl\\nH\\nW\\nS3\\no\\nM\\nU\\nIzJ\\nw\\nw\\no\\nw\\nW", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0079.jp2"}, "78": {"fulltext": "52 THE PREPARATION FOR THE SCHOOL.\\nthe teacher can change into a figure denoting his\\npartial presence. If no such explanation be given,\\nthe teacher must, in addition, express the fact by\\ngiving him a low mark in the deportment column.\\nIf the pupil be absent altogether, he should receive\\na in the attendance column, and the space oppo-\\nsite his name in the deportment column be left\\nblank, until it is seen whether he will bring a satis-\\nfactory excuse for his absence when, if so, he\\nshould receive the same number as if present, and\\nif not, a 0. The deportment should be marked at\\nthe evening roll-call. When several teachers are\\nengaged in the same school, it is their duty to report\\npromptly to the Principal all improper conduct\\nwhich they may have noticed, in order that it may\\nbe noted at the proper time in the Register. Ha-\\nbitual tardiness, repeated truancy, and incorrigible\\nbad conduct, should be punished by dismission from\\nschool.\\nThe most convenient scale of marks which I have\\nbeen able to find is the following 5, 4, 3, 2, 1, 0,\\nmeaning, respectively, very good, good, middling, rather\\nbad, bad, and very bad; or, as applied to attendance\\nand study, the last three degrees should read, rather\\npoor, poor, and very poor. By very good attendance,\\nvery good deportment, and very good study, a pupil\\nshould receive the number 5 for each, daily; which,\\nfor a week, would be 25 for each, and for a month,\\n100 for each. This is the highest number attain-\\nable. As regards attendance, tardiness, whether\\nexcused or not, necessitates a deduction from the\\nfull number accorded to punctual presence and no\\ncredit can be given, in the attendance column, for", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0080.jp2"}, "79": {"fulltext": "SCHOOL-RECORDS. 53\\nabsence, no matter from what cause it occurs. As\\nregards deportment, unexcused tardiness should he\\nmarked as low as 2 or 3, unexcused absence can right-\\nfully claim nothing more than a 0, and all other\\nconduct and deportment must be estimated fairly\\nby the teacher and marked accordingly. The sum\\nof the numbers attained by each pupil for the month\\nis designed to be placed in the last column of the\\nRegister of Attendance and Deportment, for easy\\ntransfer to the Summary Register.\\nThe Class-Register is designed to record the names\\nof the pupils in the several classes of a school, and\\nto mark the degrees of excellence in their recita-\\ntions. As many Class-Registers will be needed as\\nthere are teachers in a school. The same figures\\nare used as in the Register of Attendance and Deport-\\nment, and with the same significance. The space\\nopposite the name of a pupil who is absent from any\\ncause is left blank, as the question of the absence\\nitself is to be settled under the head of deportment\\nand all others are to be carefully marked according\\nto the knowledge of the lesson which they evince.\\nThe sum of the numbers received for all the clays\\nof a week will give the number for that week, and\\nthe sum of the numbers received for four weeks\\nwill give the number for a month. The highest\\nnumber for a month, as in attendance and deport-\\nment, is 100.\\nIn the column designated Relative Standing, it is in-\\ntended to mark the members of the class, first, second,\\nthird, fourth, fifth, c, according to their relative\\nscholarship.\\nThe column headed Marks of Transfer is designed", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0081.jp2"}, "80": {"fulltext": "54\\nTHE PREPARATION FOR THE SCHOOL,\\nM\\nW\\nE-i\\nw\\nTO\\nO\\n=1\\na\\no\\nCQ\\ne\\n.0\\nN\\nJO S?[J13IV[\\n\u00e2\u0080\u00a2qj.m oqi\\nJOJ SO I\\n\u00e2\u0080\u00a2J198AV aq;\\njoj -som\\nft\\nEH\\n3\\n\u00e2\u0080\u00a2^99av am\\nJOJ SOfJ\\nft\\nA\\nEH\\nEH\\ng\\n\u00e2\u0080\u00a2^99AV ^m\\njoj -soja\\nft\\nEH\\nH\\ni ^ooAvaqj\\nJOJ SOJiJ\\nft\\nA\\n8\\ni\\nf", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0082.jp2"}, "81": {"fulltext": "SCHOOL-RECORDS. 55\\nto aid the school-authorities, especially when the\\nschools are graded, in making promotions from a\\nlower class to a higher one, or from one grade to\\nanother. If, in the opinion of the teacher of a class,\\na pupil should remain where he is, the space in this\\ncolumn opposite his name should remain a blank\\nbut if he thinks he should be advanced, he fills it\\nwith a or if placed in a lower class, with a\\nAt the end of every month, the teacher should\\nadd together the numbers each pupil has received\\nin his different studies, and divide their sum by the\\nnumber of studies: the quotient will be his general\\nnumber for study, which should be transferred, to the\\nSummary Register. Where several teachers are\\nengaged in the same school, each teacher monthly\\nshould arrange the members of -his several classes\\nalphabetically, place opposite each name the proper\\nnumber, so far as attainable from the data in his\\npossession, and hand his report to the Principal, to\\nbe modified by the reports of the other teachers and\\nthen transferred to the Summary Register.\\nIn this Register the names of the pupils ought to\\nbe arranged alphabetically. The Summary Register\\nitself, when carefully filled up, will be a synopsis of\\nall that is done in the school.\\nThe numbers for the term are obtained by\\nadding together the several numbers for the differ-\\nent months contained in it. He who has the high-\\nest number for attendance will stand first in this\\nrespect; and so in regard to deportment and\\nstudy.\\n2. The Objects of School-Records. Some of\\nthe objects of school-records might be inferred from\\n7", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0083.jp2"}, "82": {"fulltext": "56\\nPREPARATION FOR THE SCHOOL.\\nW\\nH\\nW\\n9\\n45 b\u00c2\u00b00\\na\\n11\\n3\\n02\\nft\\n1\\nS\\nm\\nA\\nI\\n\u00e2\u0096\u00a0v.\\nJ\\n\u00c2\u00ab2 a\\nto\\noo\\nft\\n*3\\no\\no\\n02\\ns\\nP\\n1\\nas\\nk5\\no\\nOQ\\nft\\n5\\na\\no\\nCO\\ncc\\nft\\n^5\\nsi\\nOQ\\n5fi\\nfl\\nl\\n^3\\ncc\\n1;\\np\\n00\\nS", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0084.jp2"}, "83": {"fulltext": "SCHOOL-RECORDS. 57\\nthe forms already presented but it will be proper\\nto make a more definite statement of them.\\nTo aid the Teacher in his Work. The great economist\\nof time and labor is system. A loose organization\\nis never an effective one, in a factory, in an army,\\nor in a school. With such a set of school-records\\nas has just been described, the little trouble it takes\\nto keep them will be ten times more than compen-\\nsated for by the increased efficiency of the school, and\\nthe pleasure that arises from contemplating the\\nresults of nicely adjusted machinery. Without\\nthem, the teacher s rewards and punishments, praises\\nand rebukes, promotions and degradations, must\\nnecessarily be ofttimes inconsiderately made. He\\nwill have no substantial foundation upon which to\\nbase his administration of the affairs of the school.\\nTo give Information to Parents and School-Officers.\\nThe Registers, if carefully kept, will contain an\\nabstract of the history of the school, and of each\\npupil in it. It can there be learned when every\\npupil entered school, how long he continued his\\nattendance, and why he withdrew how many days\\nhe was absent or tardy, how well he conducted him-\\nself, what branches he studied, and what progress\\nhe made in them and these and other things\\nrecorded in the Registers are just the information\\nparents and school-officers desire most to obtain.\\nBesides, the Registers furnish the means of com-\\nparing one school with another, in the same district,\\nand the schools of one year with those of preceding\\nyears.\\nTo furnish Educational Statistics. Our educational\\nstatistics are extremely unreliable, and inferences", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0085.jp2"}, "84": {"fulltext": "53 THE PREPARATION FOR THE SCHOOL.\\nbased upon them are, therefore, apt to be fallacious.\\nThis arises from imperfect school-records or an\\nimperfect manner of keeping them. Our State au-\\nthorities whose duty it is to make school-laws and\\nadminister them need accurate information con-\\ncerning the condition of the schools and to furnish\\nsuch information is one of the objects of school-\\nrecords. They ought to furnish particularly, every\\nyear, the whole number of children of school-age\\nin each school-district, the whole number that\\nattended each school, the average number that\\nattended each school, the expense per scholar, the\\nnumber of grades into which the schools are divided\\nand the number of pupils in each grade, and what\\nbranches are studied in each school and each grade\\nand, although all of these statistics cannot be gathered\\nwholly from the school-records, they cannot be ob-\\ntained without these records.\\nQuestions relating to the higher interests of edu-\\ncation, too, can only be determined at last by a\\nresort to the unequivocal truths unfolded by sta-\\ntistics I mean questions concerning the relations\\nof education to the value of property, to labor, to\\ncrime, to government, and to religion. The simple\\nfacts recorded by careful teachers may one day solve\\nthe great problem of human civilization.\\nTo exert a beneficial Influence upon the Pupils. I\\nspeak from a large experience when I say that\\nschool-records judiciously used are among the most\\npotent means open to the teacher of securing re-\\ngular attendance, correct deportment, and attention\\nto study among the pupils in a school. Many do\\nnot regard a rebuke that passes away with the", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0086.jp2"}, "85": {"fulltext": "SCHOOL-RECORDS. 59\\nutterance of it, or a punishment that will he soon\\nforgotten, who will be averse to seeing their dere-\\nlictions of duty placed permanently upon a record.\\nIn the system of school-records previously explained,\\nit will he observed that care is taken to sum up the\\nnumbers obtained by each pupil for each week, each\\nmonth, and each term, that every pupil may observe\\nwhat kind of a history of himself there is being\\nrecorded. The teacher will do well sometimes to\\nread the numbers for a month, or the relative stand-\\ning of the members in a class or he may send\\nabstracts of each pupil s record in attendance, de-\\nportment, scholarship, and average standing, to his\\nparents.\\nWhile school-records may exert all the beneficial\\ninfluence upon the pupils in a school that is claimed\\nin the preceding paragraphs, an injudicious teacher\\nmay do his school more harm than good by using\\nthem in the way suggested and even in the hands\\nof one who is most careful, there is danger that the\\nnobler motives to study, such as the love of truth\\nand the conviction of duty, will be subordinated to\\na desire, for honor, or be lost sight of in the struggle\\nfor success. If properly used, however, school-\\nrecords will always prove a valuable auxiliary in\\nthe management of a school.\\n9*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0087.jp2"}, "86": {"fulltext": "CHAPTER n.\\nTHE ORGANIZATION OF THE SCHOOL.\\nThe organization of the school is the part of\\nschool-economy which treats of the adjustment of\\nthe school-machinery, the assignment of positions\\nand duties to pupils, and the adoption of regulations\\nnecessary to control the school-ojDerations. A good\\nschool-organization enables the teacher to do the\\ngreatest amount of work in the least amount of time,\\nand to do it most efficiently; it makes the govern-\\nment of the school more easy and more effectual\\nand it places pupils in circumstances most favorable\\nto their advancement in learning.\\nIn the discussion that is to follow, chief reference\\nwill be had to the organization of Common un-\\ngraded schools but, as occasion offers, hints will\\nbe given as to the manner of organizing other kinds\\nof schools.\\nThe subject can be more conveniently treated of\\nin two sections, as follows\\nI. The Temporary Organization of the School.\\nII. The Permanent Organization of the School.\\nI. The Temporary Organization of the School.\\nThe most skilful teacher, in taking charge of a new\\nschool, will be unable to foresee all the circum-\\nstances that may tend to modify the arrangements\\n60", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0088.jp2"}, "87": {"fulltext": "THE TEMPORARY ORGANIZATION. 61\\nI\\nwhich ought to be made for its well-working; and\\nthis creates a necessity of a temporary organization,\\nto last until experience furnishes data for making\\nit permanent. As the success of such an organiza-\\ntion will depend upon the principles involved in its\\nformation, some suggestions respecting them are\\ndeemed appropriate.\\nIt is important to make a good beginning in teach-\\ning. If the teacher exhibit want of skill the first\\nday in school, it may create a prejudice against him\\nin the minds of his pupils that cannot for a long\\ntime be removed. A teacher can hardly be placed\\nin a more awkward position than to have many in-\\nquisitive, sharp-eyed children gazing at him, and\\nnot know what to do with them. Many children\\nare good judges of character. Their quick instincts\\nsoon inform them whether their teachers possess\\nthe necessary qualifications for their position. They\\nhasten to school the first day, watch eagerly every\\nword and motion of the new teacher, form an esti-\\nmate of his character and ability, and hurry home\\nto relate their impressions of him. They are good\\ncritics, too and that teacher will be fortunate with\\nrespect to whom, on this first day of school, their\\ncriticisms are favorable.\\nSystem in any kind of business is necessary to\\nsuccess. A captain could not command a vessel,\\na superintendent manage a factory, or a general\\nmarshal an army, without a systematic plan of\\noperations. The same truth applies to the organi-\\nzation of a school. Teachers have commenced the\\nwork of teaching without knowing what to do or\\nhow to do it; but, although practice made some", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0089.jp2"}, "88": {"fulltext": "62 THE ORGANIZATION OF THE SCHOOL.\\nskilful, it was always at the expense of the best\\ninterests of their pupils, while others met with such\\npoor success, and were so conscious of it, that they\\ntook the earliest opportunity to escape from a posi-\\ntion which, with more preparation, they might have\\nadorned.\\nIt is generally a good plan for a teacher to visit a\\nneighborhood in which he is unacquainted before\\ntaking charge of a school in it. No necessity will\\nexist for visiting all the patrons of the school, as the\\nmost essential information can be had from such\\nschool-officers as may live in the district, or from\\nthose citizens who take the deepest interest in the\\nschool.\\nThe information most necessary to the teacher in\\norganizing his school will relate\\nFirst, to the views of the neighborhood respecting\\nschools. The people of different neighborhoods\\ndiffer in their views of education and the methods\\nof obtaining it, as they do with respect to other\\nthings and, whether these views be enlightened and\\nliberal or otherwise, it is very important that the\\nteacher should be acquainted with them. It is not\\nmeant that a teacher should always conform to the\\nwishes of his patrons in adjusting the affairs of his\\nschool, for by pursuing a different course he can\\nfrequently convince them of their error; but he\\nshould always treat these views with becoming\\ndeference, and to do so he must know what they are.\\nYoung teachers often lose much by their injudicious\\ndisregard of public opinion. Reforms in school\\naffairs, as well as in all else, can only become per-\\nmanently established by being made gradually.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0090.jp2"}, "89": {"fulltext": "THE TEMPORARY ORGANIZATION. 63\\nSecond, to the methods of managing the school and im-\\nparting instruction pursued by his predecessor. Not that\\nthese should be closely imitated on the one hand,\\nor severely criticized on the other but the teacher\\nshould acquaint himself with them as thoroughly as\\nhis opportunities will permit, for the purpose of\\nmaking a safe connection between the instruction\\nthe pupils have received and that which he intends\\nto impart to them, and to avoid a violent transition\\nfrom one mode of governing to another. This in-\\nformation can perhaps be better obtained from some\\nintelligent friend of education in the neighborhood\\nthan from any other source, though many facts can\\nbe gathered from the pupils. A conversation with\\nhis predecessor would enable a teacher to learn\\nmuch, both with respect to the school and its\\npatrons.\\nThe great object of the teacher s first day s work\\nin school is to make a favorable impression upon\\nthe pupils by winning their confidence and respect.\\nTo this end, the teacher should be at the school-\\nhouse early the first morning. The house itself\\nshould be pleasantly arranged, and the teacher\\nshould await the new-comers. Busy hands in cot-\\ntage, farm-house, and mansion, soon make ready\\nthe children of the neighborhood, and, almost wit\\nout breakfast, they hurry away to school, for the\\nnews has spread that they are to have a new teacher.\\nThey come The teacher need have no fear for the\\nfirst comers they will give him little trouble. But\\nby ones, twos, and threes the children flock towards\\nthe school, and among them it is not difficult to point\\nout some who are rude and rough others, polished", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0091.jp2"}, "90": {"fulltext": "64 THE ORGANIZATION OF THE SCHOOL.\\nand polite; some, gay and lively; others, shy and re-\\nserved; some, bold and mischievous; others, modest\\nand respectful in short, the teacher has about him\\na miniature world. He will act wisely if he meet\\nthem as they come, talk with them, ask their opinions\\nrespecting the arrangement of the furniture, and\\ninquire of them concerning the previous manage-\\nment of the school. Dr. Franklin said, It is a\\ngood way to make your enemy your friend to ask\\nhim to do you a favor. The teacher will find that\\neven bad boys, bent upon mischief, will be made\\nbetter by consulting them or asking their help.\\nBesides, something may be done in this way to\\nawaken a feeling of school-patriotism. If parents\\ncome to the school with their children, they should\\nbe welcomed and consulted.\\nIt may be well to state to some of the pupils in-\\nformally at what time school will open they will\\nspread the information and precisely at the hour\\nnamed, order may be readily secured by ringing a\\nsmall bell. The pupils will be likely to take the\\nseats they formerly occupied near friends will seat\\nthemselves together; or, if the desks are of different\\nheights, they may arrange themselves somewhat\\naccording to size or age. The selection of seats\\nwill have been generally made before the opening\\nof the school. The teacher may watch the choosers,\\nand learn the reasons for their choices but he\\nshould not authoritatively interfere. If asked, he\\nmay point out suitable seats, but should make no\\npermanent arrangements.\\nAs soon as the pupils have taken their seats, a\\nteacher who understands the nature of his work", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0092.jp2"}, "91": {"fulltext": "THE TEMPORARY ORGANIZATION. 65\\nwill commence the organization of the school,\\nknowing what to do and how to do it. No position,\\nhowever, can be more embarrassing to one who has\\nmade no preparation for teaching, who has provided\\nno plan of operations, than to have a houseful of\\nchildren before him, looking at him, criticizing every\\nmovement he makes, and not know how to proceed\\nwith his work. What seems most necessary to be\\ndone first, is to make some needful general regula-\\ntions. This course is best, because it will be calcu-\\nlated to prevent the formation of bad habits which\\nsubsequent effort may not easily correct, and also\\nhabituate the pupils at the start to conform to a\\nsystem. Loose arrangement in the beginning will\\neventually prove a fruitful source of trouble.\\nThe regulations thus instituted should be tem-\\nporary, and the pupils should so understand them.\\nMany of them, doubtless, will become permanent,\\nthe more of them the better; but, since some of them\\nmay be changed, it is the best policy to consider all\\nof them as in force only for the present. Frequent\\nchanges in laws beget a want of confidence in the\\nlawmaker and school-regulations are not an excep-\\ntion to the general rule. I do not know which plan\\nwould be productive of the most evil, to adopt at\\nfirst a permanent set of rules for the management of\\nthe school, or to allow the pupils to do as they please\\nwithout any rules at all but I am certain that both\\nwill prove, in a very large majority of cases, un-\\nsatisfactory. v Of course, this,, does not apply to\\nschools whose objects are fixed, or whose teachers\\ndo not change.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0093.jp2"}, "92": {"fulltext": "66 THE ORGANIZATION OF THE SCHOOL.\\nThe most important of these regulations will con-\\ncern\\n1. The Seating. It will often be well for the\\nteacher to state that the pupils may occupy the seats\\nthey have chosen, or which have been assigned to\\nthem, for the present, but that they are not yet\\ntheirs permanently, and, if good order requires it,\\nchanges will be made. It may be well for him to\\nremark, further, that in some schools pupils desire to\\nsit near together for the purpose of talking or play-\\ning, and that, though he hopes such may not be the\\ncase with them, he thinks it best to be prepared to\\nprotect those who wish to study from disturbance by\\nmaking arrangements, without seeming to trespass\\nupon the rights of any, to prevent it.\\n2. The Times of Opening and Closing the\\nSchool. This information is necessary both to the\\npupils and their parents. Punctuality can be best\\nsecured by being exact in the beginning.\\n3. The Hours of Recesses or Intermissions.\\nThese, will depend upon the circumstances of the\\nschool but some hours should be temporarily fixed\\nupon at once. They can be easily changed if it\\nbecome necessary.\\n4. Leaving Seats and asking Questions of the\\nTeacher. The best temporary arrangement, pro-\\nbably, that can be made in these respects, is to require\\nevery one who wishes to leave his seat or ask a\\nquestion of his teacher to hold up his hand, and the\\nteacher, noticing it, wall grant or withhold liberty to\\ndo so, as he deems best.\\n5. Whispering. Whispering is a very difficult\\nthing to control, either under a temporary or a per-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0094.jp2"}, "93": {"fulltext": "THE TEMPORARY ORGANIZATION. 67\\nmanent school-organization. The practice I recom-\\nmend is for the teacher to say to the pupils that the\\nschool-room must be still in order to study and recite\\nwell, that low talking is apt to become loud, and\\nthat those who talk much will most likely waste\\ntime by it but for him then to add that, since it\\nhappens sometimes that one pupil may have a proper\\ncommunication to make to another, or a proper\\nquestion to ask him, the privilege of whispering will\\nbe allowed, provided it be done in such a way as to\\ndisturb no one. Such a regulation will be satisfac-\\ntory to pupils, and no opposition will be manifested\\nto the additional provision that, in case whispering\\nbecome a source of disturbance in the school, it\\nwill be prohibited. This plan will enable the teacher\\nwhen he comes to prohibit whispering entirely\\nand this will be found in most schools to be the best\\npolicy to throw the responsibility upon the pupils,\\nwhere it justly belongs, instead of seeming to act in\\nan arbitrary manner. I know no better plan than\\nthis and some plan should be adopted the first day.\\n6. General Deportment. A detailed system of\\nschool-rules enforced the first clay will not affect\\npupils favorably. They may not be well adapted to\\nthe circumstances of the school, and thus may seem\\nto imply a want of skill on the part of the teacher, and\\nthe pupils, unable to appreciate their necessity, will\\nconsider them arbitrary. The most effective rules\\nrelating to deportment are those which are forced\\nupon the teacher by the circumstances of the school\\nand in full view of the pupils. Such rules can be\\njustified by what has happened, not by what might\\nhappen On the first day, therefore, I recommend", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0095.jp2"}, "94": {"fulltext": "68 THE ORGANIZATION OF THE SCHOOL.\\nthe making of but one rule in reference to deport-\\nment, Do right. This rule embraces all cases, and\\nthe appeal for its justice is made directly to con-\\nscience.\\n7. Work. It will be well to assign work at once,\\nmore for the sake of giving the pupils something to\\ndo, than for the sake of what will be done by them.\\nIn graded schools, when teachers know what studies\\nare to be pursued, and where the lessons are to be\\ncommenced, no delay for the purpose of ascertain-\\ning these things will be necessary but it will fre-\\nquently happen that a teacher cannot know how to\\nform his classes, what branches are to be studied,\\nnor at what points the several studies should be\\ncommenced, without special inquiry and examina-\\ntion. Such inquiries and examinations require some\\ntime; and, while the teacher is engaged with them,\\nhow are the pupils to be employed f Miscellaneous\\nlessons, which are reviews of what they have pre-\\nviously studied or which furnish good tests of their\\npresent knowledge, may be assigned but perhaps\\nit is just as well to ask all to prepare the next\\nlessons in their several studies to those they pre-\\nviously studied when last at school. All these\\narrangements need require but a few moments of\\ntime and while the pupils commence their work,\\nknowing what is expected of them, the teacher can\\ntake pencil and paper, and pass around among\\nthem, taking down their names, ascertaining whether\\nthey have complied with the conditions of admission,\\nand, if so, the kind of books they have, the branches\\nthey have pursued in the past, and those they desire\\nto engage in at the present. This done, a short", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0096.jp2"}, "95": {"fulltext": "THE TEMPORARY ORGANIZATION. 69\\ntime will suffice to make a temporary arrangement\\nof classes, and to commence recitations. The even-\\ning of his first day in school the teacher can most\\nprofitably spend in registering the names of his\\npupils, and adapting his regulations to the circum-\\nstances of his school as ascertained from the expe-\\nrience of the day.\\nThe pupils must recite the first day more in groups\\nthan in classes and the recitations must be general\\nin their character, and conducted in reference to the\\nend of obtaining exact information in regard to the\\nattainments the pupils have made in the several\\nbranches they have previously studied. Several\\ndays must sometimes be spent in these experimental\\nrecitations or examinations, before the teacher can\\nbring order out of the confusion, by forming classes\\nand commencing the new instruction at the point\\nwhere the knowledge of his pupils ends.\\nIn managing the school and conducting the recita-\\ntions under his temporary organization, the teacher\\nwill need to call into requisition all his tact and\\ntalent. Many can keep machinery in operation-\\nwhich they could not contrive and young teachers\\nwill find it more difficult to organize a school than\\nto manage it when organized. Several days, and\\nin some cases a week, may be U6wed to elapse before\\nthe teacher should venture to give his pupils per-\\nmanent seats, make permanent regulations for the\\nschool, or arrange a permanent programme of study\\nand recitation. Some approach, however, may be\\nmade daily to this desirable end.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0097.jp2"}, "96": {"fulltext": "70 THE ORGANIZATION OF THE SCHOOL.\\nII. The Permanent Organization of the School.\\nNo organization of a school, however well con-\\nsidered, can be permanent in the common accepta-\\ntion of the word. A teacher can never foresee all\\nthe elements which should enter into the calculation\\nin the arrangement of his plans. The word permanent,\\nthen, as used here, must not be understood to mean\\nunalterably fixed, but only that degree of perma-\\nnency possible under the circumstances.\\nAs no professional skill can devise plans that will\\nbe adapted to all kinds and grades of schools, what\\nis intended to be said will have reference to the\\nleading principles which must be observed in per-\\nmanently organizing a school and each teacher is\\nexpected to possess the ingenuity necessary to apply\\nthem so as to meet the peculiar requirements of the\\nstate of things by which he is surrounded.\\nIn organizing a school permanently, the teacher\\nmust make\\n\u00e2\u0096\u00a01. General Provisions in Regard to Study.\\n2. General Provisions in Eegard to Order.\\n1. Provisions relating to Study. Provisions\\nrelating to study must be made with reference to\\nthe following circumstances\\n1st. The Branches to be taught in the School.\\n2d. The Branches to be studied by each Pupil.\\n3d. The Text-Books to be used.\\n4th. The Formation of the Pupils into Classes.\\n5th. The Distribution of the Classes among the\\nTeachers.\\n6th. The Arrangement of Times for Study and Reci-\\ntation.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0098.jp2"}, "97": {"fulltext": "THE PERMANENT ORGANIZATION. 71\\n1st. Tlxe Branches to be taught in the School. In a pre-\\nceding section, some remarks were made with respect\\nto a general course of study for schools here it is\\nproposed to make some suggestions concerning the\\nselection of branches of learning to be taught in a\\nparticular school. In making such a selection, the\\nteacher must regard the object of the school, its\\ngrade, the requirements of school-officers, and his\\nown time and ability.\\nIf the object of the school be a special one, its\\ncourse of study must be arranged with reference to\\na special end. Some schools aim to prepare pupils\\nfor higher schools, and others have in view prepara-\\ntion for a particular kind, of business all such must\\nso direct the studies of their pupils as to secure most\\neffectually their special object. If a general educa-\\ntion is contemplated, such an arrangement of studies\\nmust be made as will be best calculated to attain it.\\nA general education has four objects: to obtain\\ntruth, to promote discipline, to elevate ideas, and- to\\nimpart skill. Truth is desirable for its own sake\\nand education strengthens the body and the mind,\\nexpands our aspirations, and renders men more fit to\\nperform the work of life. All of these objects must\\nbe considered in arranging a course of study; and,\\nwhen well understood, there is no antagonism in the\\nefforts necessary to be made for their attainment. A\\nteacher may be making his pupils active business-\\nmen and good citizens at the same time that he is\\nenriching their minds with stores of the noblest\\ntruth, holding up for their contemplation the purest\\nideals of perfection, and enlarging their powers by\\nfree, strength-giving exercise. With these objects\\n8*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0099.jp2"}, "98": {"fulltext": "72 THE ORGANIZATION OF THE SCHOOL.\\nin view, the teacher must select such studies, subject\\nto other conditions, as will be best calculated to\\npromote them. What it is thought these should be\\nunder the most favorable circumstances, has already-\\nbeen stated; what they must be under particular\\ncircumstances, can only be left to the teacher s judg-\\nment.\\nIn an ungraded school, the course of study is\\ncompleted within itself; but in a system of graded\\nschools, each school or grade has its particular stu-\\ndies, the general course of study extending through\\nall the grades of the system. The studies of a par-\\nticular school in such a system, depending upon its\\ngrade, can only be determined in connection with\\nthe studies of the other schools of the system of\\nwhich it is a part.\\nSometimes school-officers, Directors or Control-\\nlers, assume the duty of arranging courses of study\\nfor the schools under their charge but, if so, they\\nmust do it subject to the general principles already\\nindicated for the guidance of the teacher. Such\\narrangements are binding upon teachers who remain\\nin the employ of those who make them\\nIt is not to be expected that a teacher can find\\ntime, or that he will possess the ability, to teach every\\nthing and this may have something to do in fixing\\nupon the studies for a school. It is the teacher s\\nduty to spend his school-time most profitably for the\\nwhole school. If he has a large school and devotes\\nmuch time to a few pupils who are engaged in the\\nstudy of some special branch of learning, he may do\\ninjustice to other members of the school. It is not\\nmeant by this that he ought not to devote more time", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0100.jp2"}, "99": {"fulltext": "THE PERMANENT ORGANIZATION. 78\\nto pupils in the higher classes than to those in the\\nlower classes, for he may do this without encroach-\\ning upon the rights of any, since the members of\\nthe lower classes will soon enter the higher ones;\\nbut it is meant that the teacher s time during school-\\nhours is not his own, and each pupil is entitled to a\\nproper share of attention; and no studies should\\nbe introduced into a school that will necessitate a\\nviolation of this principle. It seems scarcely worth\\nwhile to add that a teacher ought not to undertake\\nto teach to others what he does not know him self.\\nBy hard study a teacher may prepare lessons in\\nadvance of a class; but the experiment is a dan-\\ngerous one.\\n2d. The Branches to be studied by each Pupil. Two\\nmodes of fixing the number and kind of studies to\\nbe pursued by each pupil in a school are practised\\nin institutions of learning. By the first, a general\\ncourse and a general order of studies are prearranged,\\neach pupil is examined upon entering, and such stu-\\ndies are assigned him as it is deemed best he should\\nacquaint himself with in the beginning, and such\\nan order is followed in his course as his progress\\nmay justify. By the second, the course and order\\nof studies are determined by the teacher s judgment\\nformed from the circumstances that surround him,\\nthe interests of the school, the wishes of parents,\\nand the tastes or talents of pupils. These modes\\ndiffer in this in the former, the controlling con-\\nsideration is the nature of the branches to be taught,\\nand the general ends of study; while in the latter,\\nmore influence is allowed to particular circum-\\nstances. When pupils enjoy the liberty of either", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0101.jp2"}, "100": {"fulltext": "74 THE ORGANIZATION OF THE SCHOOL.\\nattending a school or not, the school-authorities\\nhave an undoubted right to adopt a course of study\\nand compel all members of the school to pursue it\\nand this plan is more sj^stematic, and probably, on\\nthe whole, in institutions designed to impart a gene-\\nral education, is productive of more good than any\\nother. JSTo complete gradation of schools or arrange-\\nment of classes would be possible without it. Many\\nschools have been crippled in their working by an\\neffort to conform to individual wants. Still, the\\nparticular interests of a school, the wishes of\\nparents, and the tastes or talents of pupils, cannot\\nbe wholly overlooked; and the question becomes an\\nimportant one as to the influence which ought to\\nbe allowed to them.\\nIt can easily be conceived that a school with a\\nfixed course of study may find that its interest de-\\nmands at times a departure from it. It may be done\\nto take advantage of some unforeseen circumstance\\nor to accomplish some special end, to accommodate\\nthe course of study to the length of time pupils can\\nattend school, or to the nature or amount of their\\nhome-work; but in so doing the teacher must be\\ncareful that the school as a whole suffers no detriment.\\nParents have a deep interest in their children, and\\nsome deference should be paid to their wishes re-\\nspecting the branches of study which they are\\nmade to pursue. A school should remove children\\nas little as possible from the influences of home,\\nand, as school-authorities derive all their powers\\nprimarily from parents, their wishes should never be\\ndisregarded unless the general good demands it.\\nJSTo parent, however, can reasonably expect that his", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0102.jp2"}, "101": {"fulltext": "THE PERMANENT ORGANIZATION. 75\\nchild should receive more than a just proportion of\\nthe teacher s attention, or that the general interest\\nof the school should be sacrificed to secure for him\\nsome special favor. If a parent insist that his child\\nshould study some branch of learning for which he\\nis found not to be prepared, his demand ought to be\\nkindly but firmly refused but if he is prepared,\\nand the general good of the school suffer no detri-\\nment from it, the parent s wish should be complied\\nwith, though the teacher may think some other\\nbranch more suitable.\\nTastes in regard to- particular studies are often\\nthe effect of habit. Most pupils may be brought to\\nlike any branch of learning; and there are branches\\nupon the study of which it is worth while for the\\nteacher to insist, even against his pupil s antipathies.\\nBut pupils study more devotedly, make better pro-\\ngress, are more contented, when engaged in learning\\nthose branches for which they have a taste. Talents\\nare not alike in kind or quality as exhibited by the\\nhuman family. All persons cannot succeed in all\\nthings equally well and it is right that each should\\nhave a chance to succeed in that in which he may\\nsucceed the best. The teacher may, therefore, when\\nthe general good of the school permits it, allow in-\\ndividual pupils to exercise their peculiar tastes in\\nthe selection of studies, or to use their peculiar\\ntalents in the acquirement of some special science\\nor art. Not that he can heed every individual whim\\nwith regard to study; ut he may watch the deve-\\nlopment of real tastes and real talents for particular\\nlines of pursuit, and give them such encouragement\\nas circumstances permit. In the economy of mind,", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0103.jp2"}, "102": {"fulltext": "76 THE ORGANIZATION OP THE SCHOOL.\\nsomething is lost to the world by a fixed routine of\\nstudy.\\nIn arranging studies for individuals, care must be\\ntaken to fix upon a proper number. It is easy to\\ninduce pupils to undertake too much, and it engen-\\nders bad habits to allow them to undertake too little.\\nThey should engage in the study of just as many\\nbranches as they can study well, and no more.\\nPupils now generally engage in too many studies\\nat a time. It not unfrequently happens that pupils\\nhave on hand ten or fifteen branches in which they\\nare required to recite daily lessons. This practice\\ndefeats the end of study, and should be everywhere\\nabandoned.\\nIt does not seem best to confine a pupil to one\\nkind of studies. A proper variety imparts more\\ngeneral culture, and gives more zest to study. The\\nmind, too, becomes less easily fatigued when it can\\nchange from one study to another than if it is\\nengaged all the time in the same kind of work, as\\nweights can be carried farthest by changing hands.\\nNot only is it important to assign proper studies\\nto each pupil, but to select for hirn the right place\\nto commence his work. In finding this, the teacher\\nshould carefully inquire as to what knowledge the\\npupil already possesses concerning the subject, and\\nbegin his instruction where that knowledge ends.\\nNo one caii ever thoroughly master a subject who\\ndoes not first study its elements, and afterwards\\nascend to its more difficult principles.\\n3d. The Text-Books to be used. Text-books are\\nused in all kinds of schools, and some arrangement\\nmust be made respecting them before classification", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0104.jp2"}, "103": {"fulltext": "THE PERMANENT ORGANIZATION. 77\\ncan take place or recitations commence. Some sug-\\ngestions will be made with respect to the use of text-\\nbooks, directions for selecting them, and the import-\\nance of their being uniform in the same school.\\nText-books cannot well be dispensed with. They\\naid both the teacher and pupil. It is freely ad-\\nmitted, however, that a school might be taught\\nwithout the use of text-books. Teachers in ancient\\ntimes taught almost altogether by conversations and\\nlectures but this mode of teaching was, before the\\ninvention of the art of printing, in great part a\\nmatter of necessity. At the present day, in our\\nhigher institutions of learning, lectures are delivered\\nto the several classes but in such institutions stu-\\ndents are expected to understand the subject-matte i\\nof the text-books and to be prepared for original\\ninvestigations. It is admitted, likewise, that know-\\nledge communicated from the lips of a living teacher\\nhas a freshness and a vitality that no dead text-book\\ncan give it. But, while all this is true, it is still\\nmaintained that good text-books may be used with\\ngreat advantage to a school. They present the ob-\\nj ect-matter of a branch of knowledge in a proper form\\nfor study. If no text-books are used, the teacher\\nmust communicate orally all the facts and prin-\\nciples of a subject, and afterwards the pupils must\\nwrite them out, study and recite them and in doing\\nthis some discipline may be gained, but much time\\nis lost. The worst result I have known arise from\\nit is, the misconceptions to which pupils are liable\\nfrom the necessary rapidity of oral expression. An\\nexception must be made in favor of young pupils\\nwith them oral instruction is much more effective", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0105.jp2"}, "104": {"fulltext": "78 THE ORGANIZATION OF THE SCHOOL.\\nthan the more formal mode with text-books. Still,\\neven in their case text-books cannot be wholly dis-\\npensed with. If the object-matter of a study be\\nfurnished in a text-book, pupils can carefully pre-\\npare it, and the time of the recitation can be occu-\\npied in reciting what they know, and in hearing\\nwhat additional matter the teacher may have to pre-\\nsent. A well- written text-book has the subject of\\nwhich it treats arranged in a proper order; and this\\nis a very important consideration in teaching. Some\\nteachers who dispense with a text-book merely pre-\\nsent a mass of fragments, a rude conglomeration\\nof facts and principles. It is better to have a bad\\nsystem in teaching than no system at all, better,\\neven, to have the questions put and answered in the\\nlanguage of the text-book, bad as that is, than to\\nhave the memory clogged with disconnected frag-\\nments of knowledge without language to make it\\nknown or power to use it for the accomplishment\\nof any important practical end. Text-books, how-\\never, must be used, not abused. A teacher should\\nknow all that is contained in the text-book, and\\nmore. While he may exact a close study of it, re-\\nquiring his pupils to commit its definitions and\\nrules, he should merely make it serve the purpose\\nof a text to his own instruction, and be able at any\\ntime to lay it down and proceed with the recitation\\nwithout it. In this manner the object-matter of a\\nstudy can be concisely and systematically presented;\\nthe pupil may have before him, for careful investi-\\ngation, correct definitions, well-expressed rules, exact\\narguments, apt illustrations, and appropriate exam-\\nples, and the teacher can have a text for such fur-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0106.jp2"}, "105": {"fulltext": "THE PERMANENT ORGANIZATION. 79\\nther comment as he may deem necessary. These\\nadvantages are as effectually lost without the use of\\na text-book as by a slavish dependence upon one.\\nSome directions may aid in the selection of text-\\nbooks. A text-book should exhaust the subject of\\nwhich it treats, or present a complete outline of it\\nfrom the point of view from which it is considered.\\nWot that any one book can contain all that is known\\nconcerning a branch of knowledge but, without at-\\ntempting this, a text-book may present all its leading\\nfacts and principles arranged into a system. A book\\nof science may be a statement of facts, an enume-\\nration of experiments, a series of speculations, an\\nexposition of theories but a text-book is unlike\\nsuch a work, and contains a systematic arrangement\\nof the known definitions, axioms, facts, and truths\\nof a science, with such a number of examples as\\nmay be deemed necessary to impress them upon the\\nmind of the learner. Wo man can write a good\\ntext-book upon a subject until he has looked all\\nthrough it and about it and has a clear knowledge\\nof the whole. A text-book is rather the history of\\na science than an exposition of a science. Writers\\nof text-books should leave much for the teacher to\\nadd and for the pupil to find out. They should\\npresent an exhaustive series of texts, and leave the\\ndetails to be mainly supplied by teachers and books\\nof reference. Our text-books have converted a\\nlarge number of teachers into mere machines and\\nit is time it was understood that they are not in-\\ntended to relieve teachers from the trouble of think-\\ning. When a branch of study is treated of in a\\nseries of books, what is here said applies to the", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0107.jp2"}, "106": {"fulltext": "80 THE ORGANIZATION OF THE SCHOOL,\\nwhole series, and not to any one of the books of\\nwhich the series is composed.\\nText-books ought to present a logical arrange-\\nment of the several divisions of the subject upon\\nwhich they treat. This truth has already been\\nstated, but its importance demands a stronger pre-\\nsentation of it. Some of our popular text-books\\nare very much at fault in their arrangement. Their\\nauthors seem to have thrown the different parts to-\\ngether disjointed and disconnected, and filled up the\\ninterstices with such loose details as first presented\\nthemselves. A proper arrangement would furnish\\na reason for the place of each division, chapter, sec-\\ntion, and paragraph. A text-book, in fact, ought to\\nbe a rigid piece of practical logic.\\nText-books should be interesting in matter. The\\nauthors of text-books should incorporate into them\\nthe most important principles, the most suggestive\\nfacts, the most striking phenomena, that belong to\\nthe subject written upon. They should have in\\nmind before them the class of pupils for whom they\\nare writing, and write as they would talk to them.\\nWith the whole material of the subject before them,\\nthey should select only that which is most valuable\\nand most interesting. No temptation to appear\\nlearned, to dwell upon favorite theories, to use fine\\nlanguage, should divert them from the purpose of\\npresenting the most important truths in the most\\nagreeable manner. Nor is it necessary, to make a\\ntext-book interesting, that every thing in it should be\\nexplained or simplified. A healthy mind always\\nfeels the deepest interest in that which it has\\nworked hardest to obtain. Idle students may be", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0108.jp2"}, "107": {"fulltext": "THE PERMANENT ORGANIZATION. 81\\nfound in great numbers but an author of a text-\\nbook should not presuppose them, lest he encourage\\nhabits which he should strive to prevent.\\nText-books should be appropriate in style. Avoid-\\ning the extremes of the dry style on the one hand,\\nand the florid style on the other, text-books that are\\nnot simply formal as works on Mathematics or\\nGrammar should be written in a style plain and\\nsimple. An apt figure introduced now and then\\nmay reveal some hidden beauty, or a single glance\\nof the imagination may open up to the astonished\\nstudent the glories of the ideal world but a text-\\nbook full of fancy-flights, however it might intoxi-\\ncate its readers, could scarcely serve to instruct\\nthem. Students may read, in connection with the\\nstudy of text-books, works beautified with all the\\nrefinements of thought and language, may follow\\nthe imagination of some Milton or Goethe, some\\nHugh Miller or Louis Agassiz, in its sublimest\\nflights, and be the better for it; but the works of\\nsuch writers are seldom well suited for text-books.\\nWe want clearness, precision, and strength in a\\ntext-book, and all ornament should be a subordinate\\nconsideration. Firm foundations and substantial\\nwalls are wanted for a building, before carving,\\ngilding, or fresco-work can adorn it, or painting or\\nstatuary find a place within its halls.\\nText-books should be adapted to the capacity of\\nthe class for which they are intended. In many\\nschools the text-books are too difficult for the pupils\\nwho use them. Parents are many times ambitious\\nto have their children study branches of learning\\nwith high-sounding names and use books with", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0109.jp2"}, "108": {"fulltext": "82 THE ORGANIZATION OF THE SCHOOL.\\nhigh-sounding titles, and teachers sometimes, at\\nleast, do little to check this dangerous ambition.\\nNo plan could be better calculated than this to\\ndestroy all interest in study. It imprisons thought;\\nand the blank, impenetrable darkness, into which\\nthe pupil is compelled always to look, soon creates\\ndespair in seeking light. A child may learn what-\\never he can learn but it is worse than folly to\\nattempt to teach him what he cannot understand.\\nHence text-books should be written and used\\nadapted to his capacity. One of the most serious\\nerrors in text-books is the placing of the higher and\\nmore difficult parts of branches of learning in such\\nclose proximity to the elementary parts. Quite\\nyoung pupils can learn the elements of Grammar or\\nArithmetic but when advanced beyond them they\\nsoon begin to lose interest in study, and conse-\\nquently make little progress. The fault is in the\\ntext-book, or the teacher who follows it, and not in\\nthe children. They cannot be expected to take\\nmuch interest in what they are unable to under-\\nstand. An immense amount of time is squan-\\ndered every year in this fruitless labor, and tens\\nof thousands of promising children are made to\\ncontract thereby habits of idleness, if not of vice.\\nText-books for Primary Schools should contain the\\nelements of several branches of learning, instead\\nof both the elements and higher parts of one branch,\\nand text-books for advanced pupils might then omit\\nthe elements altogether.\\nA series of text-books ought to be adopted in\\nevery school, and the use of all other kinds should\\nbe prohibited. In favor of such a uniformity of", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0110.jp2"}, "109": {"fulltext": "THE PERMANENT ORGANIZATION. 83\\ntext-books it needs not that a long argument be\\npresented. If not absolutely necessary to classifi-\\ncation, it aids very greatly that work; it makes\\nteaching more effective, and avoids that confusion\\nof definitions and rules which must arise in a school\\nwhere the books of several authors upon the same\\nsubject are in use. The cost of text-books is a\\nsmall loss, compared with the gain of having them\\nuniform,\\n4th. The Formation of the Pupils into Classes. Two\\nprinciples are recognized in the formation of classes\\nin our American schools. The first requires all the\\nmembers of a class to study the same branches; the\\nsecond permits pupils to recite different studies in\\ndifferent classes. The classification of a school ac-\\ncording to the first principle can be made much\\nmore complete than when done according to the\\nsecond, aud the stimulus to exertion is much greater\\nin a fixed class than it can be when pupils recite\\none subject in one class and another subject in\\nanother. A teacher who adopts the second prin-\\nciple, however, can better accommodate his classes\\nto the unequal attainments of his pupils, and,\\nprobably, better satisfy the wishes of pupils and\\nparents. On the whole, I prefer a classification\\nbased upon the first principle a close classifica-\\ntion to one based upon the second, a loose classifi-\\ncation and if pupils are better versed in some stu-\\ndies, and less advanced in others, they can equalize\\ntheir attainments by devoting more attention to the\\nlatter, and, if circumstances render it necessary,\\nsome special classes can be formed to meet the\\nviews of parents or the tastes of pupils. I recom-\\n9*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0111.jp2"}, "110": {"fulltext": "84 THE ORGANIZATION OF THE SCHOOL.\\nmend in our Common Schools, therefore, a close\\nclassification, with such departures from it as over-\\nruling circumstances may make expedient.\\nData for the formation of classes must be obtained\\nby a formal examination or by experimental recita-\\ntions, as previously described. With accurate data,\\nthe work of classification will present little diffi-\\nculty in a school where the number of classes is\\nfixed, and where such pupils only are admitted as\\ncan enter the classes but in schools where the\\nclasses must be formed to suit the multifarious at-\\ntainments of the pupils, this work requires careful\\nmanagement. It seems appropriate to speak of the\\nadvantages of classification, the impediments in the\\nway of classification, and the manner of forming\\nclasses.\\nClassification economizes time. The teacher can\\ndo much more work when he need only listen to\\nthe recitations of whole classes, instead of the reci-\\ntations of individuals when he need not repeat to\\neach pupil explanations or illustrations of the lesson\\nor additions to it. The time thus saved by the\\nteacher can be used greatly to the profit of the\\npupils.\\nClassification enables the teacher to make special\\npreparation for hearing the recitations of his classes.\\nIf a teacher has pupils engaged in many different\\nstudies and in all parts of the same study, it is ob-\\nviously impossible for him to make the necessary\\nspecial preparation for his work; and his teaching\\nis, consequently, less effective than it would other-\\nwise be.\\nClassification stimulates pupils to more diligent", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0112.jp2"}, "111": {"fulltext": "THE PERMANENT ORGANIZATION. S5\\nstudy. The common experience of teachers reveals\\nthe fact that pupils will study more diligently to\\nmake preparation for a class-recitation than for a\\nrecitation by themselves. The presence of numbers\\nin the class-room, and the competition of classmates,\\nwill sometimes prompt even dull minds to activity.\\nThere is such a thing, too, as a class esprit du corps,\\nthe advantage of which is lost when each pupil\\nrecites by himself or in a small class.\\nClassification tends to increase the teacher s in-\\nterest in the instruction he imparts. Animation on\\nthe part of a teacher is essential to good teaching.\\nA dull teacher will make a dull class. A clergy-\\nman would hardly take a very warm interest in\\npreaching if he had but a single listener. The\\ndelivery of the best oration would be spoiled with-\\nout an audience. The same principle is applicable\\nto teaching. A teacher is roused up to earnest\\neffort when a large class awaits his instruction.\\nClassification enables pupils to help one another.\\nThe members of a class help one another by their\\nsilent presence, but still more by proper criticism.\\nIf the teacher is compelled to correct all mistakes,\\nthe recitation is apt to grow monotonous while\\nclass-criticism renders it lively, and is advantageous\\nboth for the critics and the criticized.\\nCertain impediments lie in the way of securing a\\ncomplete classification in schools; and these must\\nnow be considered.\\nDiversity of text-books is such an impediment.\\nWhen the pupils in a school, of equal attainments,\\nhave been furnished with the same kind of books,\\ntheir formation into classes is comparatively easy.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0113.jp2"}, "112": {"fulltext": "SQ THE ORGANIZATION OF THE SCHOOL.\\nIf there is a want of uniformity in the text-books\\nof a school, the teacher should apply for a remedy\\nto the proper school-officers or, failing here, he may\\napply to parents, either directly or through their\\nchildren. If this application is made in a proper\\nmanner, in most cases it will result favorably to the\\nteacher s wishes. Should it not, the case is still\\nnot a hopeless one, for the teacher can form his\\nclasses just as if the books were uniform, and modify\\nhis teaching to suit the circumstances. Nearly the\\nsame subjects are treated of in all text-books; and\\nthe teacher can assign some topic for a lesson, and\\nthe pupils can each use his own book in preparing\\nfor the recitation. A recitation can take place with\\nrespect to a rule in Arithmetic, a part of speech in\\nGrammar, a country in Geography, a division in\\nNatural Science, a period in History, even if the\\nsubject-matter be learned from different books. It\\nis acknowledged that such a mode of reciting would\\nadd very much to the teacher s labor, confuse the\\npupils, and clog the recitation but it is thought\\nto be a less evil than an excessive multiplication of\\nclasses and sometimes even good may result from it.\\nIrregular attendance of pupils is such an impedi-\\nment. Public school-authorities everywhere com-\\nplain that pupils attend school irregularly. Private\\nschools are patronized by classes of people who, as\\na general thing, more highly appreciate education,\\nwhose circumstances enable them better to dispense\\nwith the services of their children at home, or whom,\\nperhaps, a pecuniary motive prompts, and hence\\nequally loud complaints are not made by them. Ir-\\nregularity of attendance, wherever it occurs, inter-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0114.jp2"}, "113": {"fulltext": "THE PERMANENT ORGANIZATION. ST\\nferes greatly with the classification of a school; but,\\nat the worst, the teacher can classify such pupils as\\ndo attend regularly, and proceed to instruct them.\\nHe can permit irregular pupils to enter the classes,\\nand perhaps they may be made to feel the want of\\na knowledge of the lessons recited during theii\\nabsence, and can thus be induced to be more punc-\\ntual in their attendance. If pupils attend so irre-\\ngularly that they can derive no profit from the in-\\nstruction given to the classes of which they ought\\nto be members, the teacher may devote to them the\\nfew minutes which would be their share of time in\\nan equal division of it among the pupils. They\\ncan justly claim no more. But, while this would\\nprobably be the best mode of procedure under the\\nmost unfavorable circumstances, the teacher may\\nmany times do something to correct the evil. There\\nare numerous instances in which irregular attend-\\nance has been almost wholly corrected under the\\njudicious management of a skilful teacher. Irre-\\ngular attendance is either the fault of the teacher,\\nthe parent, or the pupil. If it is the fault of the\\nteacher, he should correct it by teaching and man-\\naging better, by making the school attractive, pre-\\nsenting strong motives to punctuality, interesting the\\npupils in their studies, and inducing them to love\\nschool and teacher. To tell how to do this is the\\ngreat purpose of this book. That it may be done,\\nis attested by multitudes of facts. If the irregular\\nattendance is the fault of the parent, the teacher\\nought to seek an opportunity of pointing out to\\nhim its disadvantage to the pupil as an individual\\nand to the school as a whole. One visit of the", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0115.jp2"}, "114": {"fulltext": "88 THE ORGANIZATION OF THE SCHOOL.\\nteacher to tlie parent or of the parent to the school\\nhas frequently brought about a right understanding\\nof the matter, and secured the application of the\\nproper corrective. The pupils may be the most\\nblameworthy parties. The parent may send them to\\nschool, the teacher may be ready to receive and in-\\nstruct them, but they find attractions by the way, and\\nbecome truants. If parents and teachers co-operate,\\ntruancy cannot be of frequent occurrence. An\\narrangement may be readily made by which the\\nparent can inform the teacher whenever his children\\nhave been detained at home, and by which the\\nteacher can inform the parent whenever they do not\\nattend school. As many parents will object to writ-\\ning excuses for the absences of their children, the\\nteacher may supply himself with a few hundred\\nexcuse-cards, upon which is simply printed, Excuse\\nthe bearer. These may be distributed to the\\npatrons of the school, and one of them should be\\nreturned to the teacher by each pupil who has been\\nnecessarily absent. At the end of a term, all the\\ncards should be returned to the teacher, preparatory\\nto the arrangements for a new term.\\nLaws have been made in some foreign countries,\\nand in some localities in this country, punishing tru-\\nancy, and punishing parents for not sending their\\nchildren to school. In favor of such laws, it is argued\\nthat if the state has a riffht to educate the children\\nof the state and deem this work to be to its interest, it\\nwould follow that no parent can deny his child this\\neducation without violating his duty as a citizen, and\\nno child can habitually absent himself without endan-\\ngering the state s interests and thus making himself", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0116.jp2"}, "115": {"fulltext": "THE PERMANENT ORGANIZATION. 89\\nliable to punishment. On the other hand, it is main-\\ntained that the legitimate function of the state in\\nreference to schools is ended when it generalizes\\ninto laws the wishes of majorities of citizens and\\naids good citizens in the enforcement of these laws,\\nand that it transcends its right when it undertakes\\nto force unwilling parents to send their children to\\nschool, or to punish children for their non-attend-\\nance. In all a state can do respecting the establish-\\nment of systems of education, it must have in view\\nthe end of public order and, while the state may\\nbe convinced that education tends to promote public\\norder, it can in no rightful way punish until some\\novert act of crime or disorder has been committed\\nand it is evident that the mere refusal of a parent\\nto send a child to school, or for a child to refuse to\\nattend school, is not such an act. The state may\\nadopt systems of education, may hold out induce-\\nments to secure regular attendance but, if any do\\nnot attend, the state must wait, before inflicting\\npunishment for non-attendance, until its bad conse-\\nquences manifest themselves by open acts of wrong.\\nLaws designed to compel the attendance of children\\nat school are contrary to the spirit of our American\\ninstitutions and, if not, such laws are extremely\\nimpolitic, owing to the difficulties that must arise in\\nenforcing them. Teachers, therefore, should look\\nto other means as a remedy for irregular attendance\\nand if no help come thence, they must philosophically\\ndo the best they can, consoling themselves with the\\nreflection that their successors may be privileged to\\nteach among a wiser generation of people.\\nHaving pointed out the advantages of school-", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0117.jp2"}, "116": {"fulltext": "90 THE ORGANIZATION OF THE SCHOOL.\\nclassification, and having shown how impediments\\nwhich lie in the way of such a classification can be\\nremoved, supposing that the teacher has in his pos-\\nsession the necessary data concerning his pupils\\nattainments, something must now be said in refer-\\nence to the manner in which classes may be formed.\\nK~o two pupils can be found in a school who are\\nexactly alike in scholarship and if the teacher\\nforms his classes by putting only those in one class\\nwhose attainments are precisely alike, he will have\\neach of his classes composed of a single pupil. The\\nbest he can do is to carefully survey his material,\\ncalculate the amount of school-time, decide upon\\nthe number of classes he can hear recite, and then\\nclassify his pupils by putting those in one class who\\nare most nearly alike in scholarship and ability. If\\npupils fall behind their class during a term, or gain\\na position in advance of it, it is the teacher s duty\\nto make the proper transfers; and it might be added\\nthat a faithful discharge of this duty greatly pro-\\nmotes the good of the school. Large schools can be\\nclassed much better than small ones, because there\\nare in them more pupils of nearly the same qualifi-\\ncation. In assigning lessons to classes whose mem-\\nbers differ in ability, the teacher must adapt the\\nlesson to the pupils who represent the average capa-\\ncity of the class because in this way only can he\\navoid discouraging the poorest scholars in the class\\nby assigning lessons that are much too hard, or\\ncreating habits of idleness on the part of the best by\\ngiving work which costs them little effort. If the\\nlessons are assigned in this way, the teacher can so\\nmanage the recitation that the honest, hard-working", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0118.jp2"}, "117": {"fulltext": "THE PERMANENT ORGANIZATION. 91\\npupils may accomplish something every day and be\\nstimulated by success to further exertion, the smart,\\nactive pupils find something in the lesson worthy of\\nstudy and quite equal to their ability, and the idle\\nof both classes incur, by frequent failures, the just\\nconsequences of their misspent time. By judicious\\nmanagement, the members of a class who are quite\\nunequal in ability can be gradually brought to work\\nmore evenly in practice.\\nThe size of classes must depend upon the age of\\npupils, the kind of study in which they are engaged,\\nthe form of the recitation, the skill of the teacher,\\nand the amount of work the teacher has to do.\\nYoung pupils recite better in small classes than in\\nlarger ones. Their attention can be better retained,\\nand frequent questions will excite greater interest\\nin the lesson. It is possible for a skilful teacher to\\namuse a class of fifty young pupils and to mingle\\nsome instruction with the amusement; but his\\nteaching would be much more effective with a class\\none-fifth as large. Advanced pupils may with less\\nloss than beginners be formed into large classes\\nbut, even with such, the class should not be so large\\nthat the teacher cannot ask at least one leading\\nquestion of each of its members during a recitation.\\nSome members of a class may be required to recite\\na greater part of the lesson one day than others\\nbut if many are repeatedly overlooked, and allowed\\nto pass away often from the recitation without being\\nnoticed or called upon, there will soon be some who\\nwill calculate the chances of escaping the responsi-\\nbility of answering any questions at all, and will pre-\\npare themselves accordingly. This result is not un-\\n10", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0119.jp2"}, "118": {"fulltext": "92 THE ORGANIZATION OF THE SCHOOL.\\ncommon even in College classes. It is more con-\\nvenient to have large classes in some studies than in\\nothers. Classes in Spelling, Writing, Drawing, Vocal\\nMusic, c, may be larger than those in Arithmetic,\\nGrammar, c. because in the former class of studies\\nall the pupils can recite simultaneously. If a class\\nmeet a teacher to hear a lecture from him, to receive\\ninstruction which he is to impart himself without\\nasking any or many questions of the pupils, it may\\nbe much larger than if the purpose of meeting be\\na drill, an examination, or a close and careful in-\\nspection of what each pupil has learned and the\\nmanner in which he has learned it and can repro-\\nduce it. In other words, the form of recitation may\\nmodify the size of a class. A skilful teacher can\\nmanage a large class without the same disadvantages\\nresulting to it as if managed by one who has had little\\nexperience. This is self-evident. With a large school,\\nand a great variety of studies in which to hear recita-\\ntions, a teacher may be compelled, as the choice of\\nevils, to form larger classes than he would deem\\npolitic under more favorable circumstances.\\n5th. The Distribution of the Classes among the\\nTeachers. What is said in reference to the distribu-\\ntion of the classes of a school among its teachers\\ncan only be applicable to schools in which more\\nthan one teacher is employed; but in such schools\\nit is a matter deserving consideration.\\nThe several teachers in a school ought to be em-\\nployed with reference to the qualifications which fit\\nthem to perform the work desired to be done. ISTo\\nteacher can impart instruction in all branches\\nequally well; and school-work should be divided", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0120.jp2"}, "119": {"fulltext": "THE PERMANENT ORGANIZATION. 98\\ninto several departments, and each department be\\nassigned to the teacher who can perform its duties\\nto the best advantage. A wise economy of the\\nteaching-force of a school would direct that each\\nteacher should teach those branches which he can\\nteach best, and undertake to teach no more of them\\nthan he can teach well. Teachers sometimes at-\\ntempt to listen to recitations in twelve or fifteen\\ndifferent branches in a day. In such cases they\\nmust try to teach some branches for which they are\\nbadly qualified, they can make but little prepara-\\ntion for the recitations, and they must be unable\\neither to satisfy themselves or do justice to their\\npupils. If due regard be paid to these principles,\\nlarge schools may be organized with an efficiency\\nimpossible of attainment in any other way. By\\nthis arrangement, too, each teacher may be made\\nresponsible for a department of study, and, as he\\nfeels a special interest in it, he will naturally strive\\nto make it successful. It need scarcely be added\\nthat the work of the school should be equally dis-\\ntributed among the teachers, and if one branch of\\ninstruction does not furnish a sufficient amount\\nof work for a teacher, his department may be made\\nto include several kindred branches. It must\\nbe taken into consideration, however, that some\\nbranches are more difficult to teach, and, conse-\\nquently, require more preparation on the part of the\\nteacher, than others.\\nIf the principle, that it is best to assign to each\\nteacher those branches which he is best qualified to\\nteach, be observed, each class may have a different\\nteacher in each different study. This is no small", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0121.jp2"}, "120": {"fulltext": "94 THE ORGANIZATION OF THE SCHOOL.\\nadvantage to a pupil. If he recite always to the\\nsame teacher, he may become familiar with certain\\nlines of thought, but he will most likely be confined\\nto them. lie might be trained by a more unvaried\\ndiscipline, but it is a discipline in one direction. He\\nbecomes imbued with his teacher s peculiar opinions,\\nacquires his manners, and is apt to create a little\\nworld in which his teacher is the reigning sove-\\nreign and himself the most conspicuous citizen of\\nthe realm. It is much better for all pupils to have\\ndifferent teachers, with different tastes, talents, and\\nopinions but it is very important that this should\\nbe the case with advanced pupils. In speaking of\\ngraded schools, such arrangements of school-build-\\nings were provided for as would admit the carrying\\nout in practice of the principles now stated; and I am\\nwell satisfied that a school so organized will work\\nmuch more efficiently than one in which the pupils of\\neach grade recite all their lessons to a single teacher.\\n6th. The Arrangement of Times for Study and Reci-\\ntation. Classes should receive general directions as\\nto the time of preparing their lessons. It is the\\nmisfortune of many, that when they have several\\nthings to do, and have adopted no particular order\\nof doing them, in their doubt as to which they\\nought to begin first, they neglect the whole. Sys-\\ntem, rigid system, is as valuable in its results, when\\nconformed to in preparing lessons, as it is in other\\nthings. These general directions may have refer-\\nence, first, to the advantage that will arise from\\nhaving times for study, and, afterwards, it may be\\nproper to suggest that certain studies might be best\\nprepared during school -hours and certain others", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0122.jp2"}, "121": {"fulltext": "THE PERMANENT ORGANIZATION. 95\\nout of school-hours. A more particular arrange-\\nment of the order to be observed in preparing the\\nseveral studies in which a pupil may be engaged,\\nought to be left mainly to the pupil himself. It is\\nperhaps impolitic to insist generally upon the mem-\\nbers of a whole class attending to the same studies\\nat the same time, though this may be done with\\nyoung pupils and with classes whose members possess\\nequal attainments, with good results; but, when\\npupils have made out their own programmes of\\nstudy-time, it will be well for the teacher to make\\nhimself acquainted with them, because, in calling\\npupils attention to their work, a command direct-\\ning them to the performance of a particular duty is\\nmuch more effective than one directing them to the\\nperformance of a general duty. Whenever a teacher\\ndeems it expedient to assign the same time to all\\nthe members of a class for the preparation of a\\nlesson, it may with propriety be stated in the school-\\nprogramme.\\nIn institutions where boarding and lodging are\\nfurnished to pupils, regular times must be appointed\\nfor retiring, for rising, for devotional exercises, and\\nfor recreation, as well as for preparing lessons and\\nreciting them.\\nThe following outline of a Student s Programme\\nmay aid in systematizing the student s work. It\\nwill only be filled up so far as to illustrate the man-\\nner of doing it. Each student should fill up one\\nfor himself, and hang it near his desk or study-\\ntable. Once adopted, he should suffer no ordinary\\ncircumstance to prevent him from working in exact\\naccordance with it. In a short time habit will render\\n10*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0123.jp2"}, "122": {"fulltext": "96\\nTHE ORGANIZATION OF THE SCHOOL.\\na compliance with its requirements more easy, and\\nthe good results will soon more than compensate\\nfor the trifling inconvenience which may at first he\\nexperienced from the fixed line of duties that it\\nenjoins.\\nSTUDENTS PROGRAMME.\\n(Name of School.)\\n(Date.)\\nTIME.\\nGENERAL DAILY DUTIES.\\nSPECIAL DUTIES.\\n5 A.M.\\nRise.\\nSabbath. Read\\n6.20 A.M.\\nStudy Grammar.\\nScriptures from\\n6 A.M.\\nTake a walk.\\n8 to 9 a.m. at-\\n0.30 A.M.\\nBreakfast.\\ntend Church at\\n7 A.M.\\nStudy Latin.\\n10; and Bible-\\n8 A.M.\\nAttend Opening Exercises of the\\nClass at 2 p.m.\\nSchool.\\nSaturday Evening.\\n8.30 A.M.\\nRecite Arithmetic.\\nAttend Meet-\\n9.30 a.m.\\nRecite Botany.\\ning of Society at\\n7 P.M.\\nThe time and length of each recitation must be\\nfixed. Without this the work of the school would\\ngo on very irregularly, and with little satisfaction to\\nthe teacher and little profit to the pupils. The\\nprincipal data for determining the time and length\\nof recitations are the length of the school-day, the\\nnumber and kind of recitations to be heard daily,\\nand, when several teachers are employed in the\\nsame school, the number of teachers and the\\namount of work to be performed by them, and the\\nrooms in which the recitations are heard. These\\ndiffer in different schools; and the only comprehen-\\nsive principle that can be stated concerning the\\nmatter is, that the time and length of recitations in", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0124.jp2"}, "123": {"fulltext": "THE PERMANENT ORGANIZATION. 97\\nall schools should be such as to insure justice to all\\nclasses and all individuals, and to secure the greatest\\npossible efficiency in the school. A few particular\\nsuggestions, however, may be of service to young\\nteachers.\\nWith advanced pupils, one recitation daily in\\neach regular branch studied will be sufficient. Re-\\ncitations may take place on alternate days, or less\\nfrequently; but it will be found everywhere that,\\nwhile pupils can study more branches at a time in\\nthis way, their interest in study will not be so great,\\nnor will their work be so thoroughly done. The\\nbest plan is to assign a daily lesson in each branch\\nstudied, and make it of such a length that it can be\\nwell prepared, and have a daily recitation in it.\\nThis is not intended to discourage teachers from\\nhaving special exercises on miscellaneous subjects\\nat any time they may deem them advantageous to\\nthe interests of the school.\\nWith young pupils in ungraded or Primary\\nschools, the recitations should be frequent and\\nshort. Children of six or eight years of age have\\ndifficulty in attending closely to a recitation for a\\nlong time, and yet they will be pleased with the\\nvariety of exercises brought about by frequent reci-\\ntations. Besides, they cannot be expected to study\\nmuch apart from the recitation.\\nTheory would demand the hearing daily of all the\\nlessons that the pupils in a school can prepare, and\\nthe setting apart of a sufficient time to attend to all\\nthe requirements of the recitation. Theory would\\nalso demand the recitations to take place at hours\\nwhen the pupils are best prepared to recite, or at", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0125.jp2"}, "124": {"fulltext": "98 THE ORGANIZATION OF THE SCHOOL.\\nwhich the teacher can best impart his instruction or\\nthey can best profit by it. Practice must conform to\\nthe theory as nearly as circumstances will admit.\\nIn ungraded schools, the younger pupils might\\nrecite first after the opening of the school, both in\\nthe morning and the afternoon. They are supposed\\nto be ready at any time, inasmuch as they have little\\npreparation to make.\\nOlder pupils may recite, first, those lessons which it\\nwas found most convenient to prepare out of school.\\nThe most severe studies should not be recited\\nnear the close of the school day. Recitations in\\nReading, Writing, Spelling, or Yocal Music, would\\nbe best calculated for the last hour of the day.\\nWriting and Drawing Lessons should not imme-\\ndiately follow active physical exercise.\\nIn all schools there are certain general exercises\\nthat cannot well be dispensed with. Of this cha-\\nracter are moral lessons, lectures upon subjects not\\nregularly studied, or special instruction in certain\\nbranches which an economy of time will demand\\nshould be given to the whole school.\\nFrequent reviews of the subjects studied will\\ntend to deepen the impression upon the minds of\\npupils, promote a clearer understanding of what is\\nstudied, and do much to connect the fragmentary\\ndaily lessons into a connected whole. For these\\nreasons they are valuable, and a place must be pro-\\nvided for them in making general arrangements in\\nregard to study.\\nA programme of the operations of a school will\\nbe presented on a subsequent page and all that is\\nintended here is to inform the teacher as fully as", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0126.jp2"}, "125": {"fulltext": "THE PERMANENT ORGANIZATION. 99\\npossible in regard to the principles which concern\\nits construction, so far as that is related to times\\nand lengths of recitations. It needs only to be re-\\nmarked, further, that Superintendents or Principals\\nof schools with a number of teachers working\\nunder their direction, should frequently visit all the\\nclasses while reciting, should require at least weekly\\nreports from all the teachers as to their condition;\\nand when they find that some change in their Pro-\\ngramme will make their schools work more effi-\\nciently, and only then, they should change it.\\n2. Provisions relating to Order. Provisions\\nrelating to order must embrace the following par-\\nticulars\\n1st. The Conditions upon which Pupils may be ad-\\nmitted into the School.\\n2d. The School-Limits.\\n3d. The Length of the School-Day.\\n4th. The Time and Length of Intermissions.\\n5th. The Opening and Closing Exercises of the\\nSchool.\\n6th. The Calling out and Dismissing of Classes.\\na. Leaving Seats.\\nb. Speaking to one another.\\nc. Asking Questions of the\\n7th. The Granting of Teacher.\\nSpecial Privileges. d. Making Complaints to the\\nTeacher.\\ne. Receiving Help from the\\nTeacher.\\n8th. The Transaction of General Business.\\n9th. The Administration of Discipline.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0127.jp2"}, "126": {"fulltext": "100 THE ORGANIZATION OF THE SCHOOL.\\n1st. TJie Conditions upon which Pupils may be ad-\\nmitted into the School. These conditions generally\\nhave respect to locality, age, and scholarship. In\\nthe case of our Common Schools, the State laws,\\nand the authorities properly authorized by them,\\nimpose the conditions. Each town or township is\\ndivided into convenient school-districts, which are\\nabout equal in population, and the children of such\\ndistricts are required to attend their proper school.\\nThis arrangement causes all the schools to be\\nnearly equal in size, and, when fully carried out,\\neffectually prevents the evil of having some schools\\ntoo large, while others are too small. The age at\\nwhich pupils may attend school depends wholly\\nupon circumstances. Schools have been so con-\\nducted as to be proper places for children three or\\nfour years old, although our school-laws do not\\noften admit them before the age of five or six; and,\\nif a person has been deprived of the opportunity of\\nlearning previously, it is praiseworthy for him to\\nmake the effort at twenty-one, or beyond, that age.\\nIt is not unusual to see in the Night Schools of our\\ncities, men who have reached the age of fifty years.\\nThe qualifications necessary to admit a pupil into a\\nparticular school depend upon the grade of school\\nand the course of study adopted in the system of\\nschools of which it is a part.\\nIn schools managed by individuals or corpora-\\ntions, the locality from which pupils must come,\\nthe age, and the degree of scholarship required for\\nentering, are determined by private considerations.\\nThe ends for which schools are established are so\\nvarious, and the circumstances that surround them", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0128.jp2"}, "127": {"fulltext": "THE PERMANENT ORGANIZATION. 101\\nso unlike, that even with those that are called by\\nthe same name there is little uniformity in any\\nthing.\\n2d. The School- Limits. By school-limits are meant\\nthe grounds connected with the school-house, upon\\nwhich the pupils have a right to play, and to the\\nextent of which they have a right to go without\\nobtaining the special consent of the teacher.\\nTeachers of schools with play-grounds attached to\\nthem sufficiently large, need have little trouble in\\nfixing the school-limits, as the boundaries of the\\ngrounds themselves should limit the distance the\\npupils may go away from the school-house during\\nintermissions. More difficulty, however, will be\\nexperienced in keeping pupils within proper bounds\\nwhen the place for play must be the highway, a\\nneighboring wood, a wide-extended common, or\\nwhen the privilege of play in some adjoining field\\nis granted by its owner. In such cases the distance\\nfrom the school-house the pupils may be allowed to\\ngo may be made to depend upon the teacher s\\nmeans of communicating with them, and the time\\nthat might be lost in collecting them from play.\\nIn no case should pupils be suffered to trespass\\non the neighboring property without the owner s\\nconsent. It looks badly for the teacher, and pro-\\nmises unfavorably for his pupils, when the trees\\nnear a school are stripped of their bark or their\\nfoliage, when fences are thrown down or destroyed,\\nor when growing crops are injured, or fruit stolen.\\nA distinct understanding should be had between\\nteacher and pupils as to the school-limits and tres-\\npasses upon surrounding property.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0129.jp2"}, "128": {"fulltext": "102 THE ORGANIZATION OF THE SCHOOL.\\n3d. TJie Length of the School-Day. It is quite easy\\nto adopt extreme views in regard to the proper\\nlength, of the school-day. The sight of feeble chil-\\ndren, who are confined seven or eight hours a day\\nin school, who recite one or two lessons every hour,\\nwhich have to be prepared out of school-hours, who\\nhave no time to play, and soon lose all taste for it,\\nis enough to warrant the conclusion that less study\\nand more exercise would be beneficial. A few\\nsights of this kind, accompanied with rumors that\\ndeath or insanity has somewhere occurred from too\\nhard study, are sufficient to excite public attention\\nand to set the newspapers to talking about the\\nmatter. The cry is, The Innocents are murdered\\nand excitable school-authorities hasten to forbid\\nstudy out of school-hours, restrict the number of\\nstudies in the schools, and reduce to three hours the\\nlength of the school-day. This is one extreme.\\nA teacher takes charge of a school in a neighbor-\\nhood in which the people work hard but do not\\nthink much. He finds his pupils strong, but dull.\\nThey can lift, and run, and labor, but can scarcely\\nbe induced to study. He calls into requisition all\\nthe motives that can arouse their mental energies.\\nThe ordinary school-days are too short for his work.\\nHe meets his pupils in the morning, in the evening,\\nduring noontime, on Saturdays, and visits them at\\ntheir homes and, with all this exertion, they do not\\nmake very rapid progress. Under these circum-\\nstances, it is not to be wondered at that the conclu-\\nsion is reached, that ten hours are not too long a\\nperiod for the length of a school-day. This is the\\nother extreme.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0130.jp2"}, "129": {"fulltext": "THE PERMANENT ORGANIZATION. 103\\nIt is true that some pupils study too much and\\nare confined too closely; and it is equally true that\\nothers study too little, and work until their brain\\nseems hardened into muscle. It is clear, therefore,\\nthat the induction of a general rule from one class\\nof circumstances would lead to error. The age of\\npupils, their occupation, the locality in which they\\nlive, the constancy of their attendance at school,\\ntheir state of health, their temperament, must all\\nbe considered in determining the length of the\\nschool-day.\\nIn a Primary or Infant School, the children ought\\nnot to be confined in the school-room more than a\\nhalf or three-quarters of an hour at a time. The\\nlength of the school-day may be five or six hours,\\nbut periods of study should alternate very fre-\\nquently with periods of play. In an ungraded\\nschool in which there are young pupils, they must\\nbe allowed to spend much of their time upon the\\nplay-ground. They can be taught to go out and\\ncome in at stated periods without troubling any one\\nor interrupting in any way the rest of the school.\\nI think this arrangement is better than that which\\npermits young pupils to attend a school in the\\nmorning and older ones in the afternoon, or opens\\na summer school for one class and a winter school\\nfor the other.\\nA farmer s son, who works hard for eight months\\nin the year, and who walks a mile to school after\\nhaving spent an hour or two in cutting wood or\\nfoddering cattle, and returns home again at the\\nclose of the school-day to engage in similar tasks,\\nwill not suffer from close confinement in school for\\n11", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0131.jp2"}, "130": {"fulltext": "104 THE ORGANIZATION OF THE SCHOOL.\\na length of time that might endanger the health of\\na delicate city gkl, who rides to school, never works,\\nseldom breathes fresh air, and whose diet is often\\nhighly stimulating. The length of the school-day\\nin the country may generally be longer than in\\ncities; and two sessions a day are better everywhere\\nthan one. Those who attend school constantly\\nrequire more exercise daily while at school than\\nothers who attend school but a few months in the\\nyear.\\nParents must take proper care of their children\\nwho are delicate. School is not the place to nurse\\nsick people. They require special attention, which\\nno teacher who does his duty to his whole school\\ncan render. Precocious children, or those whose\\ntemperament leads them to study too closely, must\\nbe watched and warned. If no injustice be done\\nto others, some special privileges may be allowed\\nthem, which may be calculated to restore to their\\nmental nature its equilibrium.\\nWeighing: all the circumstances as best I can, I\\ngive it as my opinion that in country schools a ses-\\nsion of three or three and a half hours in the fore-\\nnoon, and one of the same length in the afternoon,\\nfor five days in the week, with proper intermissions\\nand proper attention to exceptional cases, will not\\ninjure any one or prove too long for the work to be\\ndone. In city schools, two hours and a half or three\\nhours for each of the two daily sessions will be\\nquite long enough.\\nIn all these estimates it is understood that proper\\nattention is paid to ventilation and to certain simple\\nhygienic rules in regard to sitting and standing.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0132.jp2"}, "131": {"fulltext": "THE PERMANENT ORGANIZATION. 105\\nThe singing of a song at intervals will quicken the\\nlife of the school-room, and tend to promote health.\\nShort gymnastic exercises, too, may be given, either\\nwith some simple apparatus, as dumb-bells, wands,\\nor rings, or without it.\\nHard and prolonged study is not injurious to\\nhealth, if proper exercise is regularly taken and\\nproper attention is paid to diet. On the contrary,\\nit is only in this way that good scholars can be\\nmade. Those who expect to become good scholars\\nby attending school three hours a day and pre-\\nparing no lessons out of school-hours will, most\\nlikely, be disappointed. Ripe culture and rich\\nscholarship are attained only by long and hard work.\\nIf evils have arisen from too much study, and no\\ndoubt such is the fact, it is more owing to the weak,\\nsickly bodies children bring with them to school,\\nand to the unnatural mode of life which so many\\nlead, than to any injury the work of the school is\\ncalculated in itself to produce. The evils have a\\nseat nearer the heart of society, and the school\\nmerely manifests them. Let children have a strong\\nnatural constitution, be trained to work, eat proper\\nfood, dress in a healthy manner, sleep well, breathe\\npure air, shun all luxuries, and, my word for it,\\nneither six nor ten hours a day of hard study will\\ndo them injury. But if they are permitted, from\\nthe age of live upwards, to attend parties at night,\\nsip wine, smoke cigars, indulge in confections, make\\nlove to babies like themselves, eat what they please,\\nsleep when they please, and go where they please,\\nall expense for true educational purposes might\\nas well be saved; for under such management the", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0133.jp2"}, "132": {"fulltext": "100 THE ORGANIZATION OF THE SCHOOL.\\nshattered constitution cannot endure study for three\\nhours a day, even if the race itself does not become\\nextinct or helpless.\\n4th. The Time and Length of Intermissions. No\\nintermissions are needed in schools where the pupils\\nare required to be present only at recitation-time.\\nThey can take exercise during the intervals between\\nthe recitations. In other schools the number of\\nintermissions will depend upon the age of the pupils\\nand the length of the school-day. Primary Schools\\nought to have an intermission at least every hour.\\nChildren in such schools may very profitably spend\\none-half of their time on the play-ground. Schools\\ncomposed of pupils over fourteen years of age should\\nhave an intermission of an hour or an hour and a\\nhalf at noon, and one of fifteen or twenty minutes\\nin the middle of both the forenoon and the afternoon\\nsessions. The intermission at noon is designed for\\na dining-hour and for relaxation, and the others\\nmay be used for the purposes of play, gymnastic\\nexercises, or conversation.\\n5th. The Opening and Closing of the School. It will\\npromote general good order, as well as be beneficial\\nin itself, to have a proper mode of opening and\\nclosing schools. To commence a day s work in school\\nabruptly, or to close it in confusion, is neither in\\naccordance with good taste or good judgment.\\nAn appropriate way of opening a school is as\\nfollows. A few minutes always a fixed time after\\nthe pupils have been called to assemble, may be\\nallowed them to get seated and then the roll may\\nbe called. If all are not present, the exercises\\nshould proceed without them, during which no one", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0134.jp2"}, "133": {"fulltext": "THE PERMANENT ORGANIZATION. 107\\nshould be permitted to enter the school -room.\\nWhen all are quietly seated, the teacher may read\\na hymn, and invite the pupils to join him in singing\\nit. He may then read a selected chapter from the\\nBible, or have the pupils all engage in reading a\\nBible-lesson. When agreeable to the patrons of\\nthe school, a few brief comments upon the text may\\nconvey valuable information, as well as direct the\\nspirit of inquiry towards the investigation of religious\\nsubjects. A short, simple prayer may follow, the\\npupils bending forward their heads in token of\\nhumility, and the teacher, returning for himself and\\nfor them thanks to the Good Giver for all blessings\\nreceived, and petitioning Him for blessings coveted.\\nIf the form of oral prayer should be objectionable,\\nespecially with pupils old enough to appreciate it,\\nsilent prayer may be adopted. In this mode of\\nprayer, both teacher and pupils bow their heads and\\nfor a few minutes hold silent communion with their\\nMaker. The ceremony is very impressive. Each\\none is taught to turn his own heart to God, and thus\\ndevotional feeling is cultivated in a way with which\\nthe strictest sectarian can find no objection.\\nThe Bible should be used as a text-book on reli-\\ngion in all schools. It is considered as the word\\nof God by all denominations. There are serious\\nobjections to its use as a textbook in Reading; but\\nthe reading of it at a special time by teacher or\\npupils, as previously indicated, both creates respect\\nfor the Book and love for the truth it inculcates.\\nThe afternoon session may be opened with a\\ncheerful song. If deemed expedient, the roll may\\nbe called, as at the opening of the morning session.\\n11*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0135.jp2"}, "134": {"fulltext": "108\\nTHE ORGANIZATION OF THE SCHOOL.\\nTo save the time required to call the roll twice\\nevery day, an arrangement may be made by which\\npupils can report their own attendance. For this\\npurpose let a board of suitable size be procured,\\nand prepared as described in the following dia-\\ngram\\nTHE REPORTER.\\nNAMES.\\nATTENDANCE.\\nA\\nFORENOON.\\nAFTERNOON.\\nA\\nPresent.\\nTardy.\\nPresent.\\nTardy.\\nB\\nB\\nB\\nB\\n_\\nThe board nu\\nty be painted black, the cross li\\nties white\\nSmall i\\nins or pe,\\njs should\\nbe made to fit the holes B B B B, and painted green. Boxes to hold them should be\\nplaced at the bottom of the board. The words used at the heads of the columns\\nmay be written on paper and pasted upon the board. The names of the pupils,\\nplainly written, are intended to be kept in their places by the little morocco slips\\nA A. Thus ready for use, this article of apparatus, which we have called a Reporter,\\nis hung against the wall at some convenient place, and each pupil, at the opening of\\nthe school, morning and afternoon, goes to it, takes a pin from the box, and puts it\\nin the designated hole opposite his name. If tardy, he places the pin in the Tardy\\ncolumn and, if absent, the holes opposite his name remain vacant. A little care on\\nthe part of the teacher will cause the whole to be done quietly, quickly, and accu-\\nrately, and the result will be to secure more regularity of attendance. Where the\\nschool is a mixed one, there ought to be two boards one for the girls, and one for\\nthe boys. After school, the teacher may transfer the report to his Register, and\\nplace the pins again in the box for use next morning.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0136.jp2"}, "135": {"fulltext": "THE PERMANENT ORGANIZATION. 109\\nA school may be nicely closed in the following\\nmanner. The school-work and school-business for\\nthe day are supposed to be completed. The pupils\\nare ready to depart. All are quiet. The teacher\\nstarts an appropriate hymn or song, and all sing it\\ntogether. I have marked the effect of this parting\\nmusic hundreds of times, and hundreds of times\\nhave my own burdens been made lighter and my\\nown heart been gladdened by it.\\nAt the tap of a little bell, one section of pupils\\nrise at another, they pass out, and a second rise\\nat a third, the second section pass out, and the third\\nrise and so on until all are gone. The whole ar-\\nrangement is very simple, and is carried out with\\nlittle noise or confusion.\\n6th. The Calling out and Dismissing of Classes\u00e2\u0080\u0094 -It is\\nthe practice of some teachers to announce the reci-\\ntation of a certain class, and allow its members to\\ntake their places with little regard to order, and at\\nthe end of the recitation permit them to return to\\ntheir seats in the same confused manner. Such a\\npractice is apt to create much disturbance in the\\nschool-room, and sometimes shakes the desks and\\ndiverts the attention of those not members of the\\nclass called out.\\nOther teachers call out and dismiss their classes\\nby mentioning the name or number of each member\\nof the class desired but this plan, while it avoids\\nthe disorder occasioned by the preceding one, gene-\\nrally requires too much time.\\nThe method of calling out and dismissing classes\\nwith a little bell is probably the best that can be\\nadopted. A single tap of the bell may be used to", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0137.jp2"}, "136": {"fulltext": "110 THE ORGANIZATION OF THE SCHOOL.\\ncall the attention of the class, a second may indi-\\ncate that its members shall rise at their seats, and\\na third that they shall take their places upon the\\nrecitation-seats or repair to the recitation-room.\\nIf a class is large or there is any danger of confu-\\nsion, it may be divided into sections, or all those\\noccupying one seat or one row of seats can come\\nand go together.\\n7th. The Granting of Special Privileges. Under the\\nhead of Special Privileges are classed leaving seats,\\nspeaking to one another, asking questions of the\\nteacher, making complaints to the teacher, and re-\\nceiving help from the teacher. All these things are\\nsometimes necessary to be done and, if no time\\nbe provided when they maybe done lawfully, some\\nof them will be done unlawfully and thus interrupt\\nthe regular exercises of the school.\\nIn small schools with considerate pupils, these\\nprivileges need not be special, but pupils may be\\npermitted to enjoy them whenever they see fit to\\ndo so, and the school will be but slightly disturbed\\nthereby. Pupils may not desire to leave their seats\\nor to speak to one another or, if they do, they may\\ncarry out their desire in such a manner as to disturb\\nno one. They may have no questions to ask of the\\nteacher, no complaints to make to him or, if they\\nhave, they may seize those opportunities at which\\nhe is at liberty to attend to them. But more fre-\\nquently it will be found, if no special arrangement\\nbe made concerning such things, trifling as they\\nmay seem, that the teacher will be continually inter-\\nrupted by requests to do several things at once, and\\ndisorder will arise in the school.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0138.jp2"}, "137": {"fulltext": "THE PERMANENT ORGANIZATION. Ill\\nThe best arrangement I have been able to dis-\\ncover by which to dispose of the granting of these\\nspecial privileges, is to provide suitable times at\\nwhich general liberty may be given to enjoy them.\\nAt these times the regulations of a school in session\\nneed not be suspended, but merely relaxed so far\\nas may be necessary to accomplish the end in\\nview. No loud talking or noise can be permitted\\nbut a few minutes not more than five may be\\ngranted during which pupils are allowed to leave\\ntheir seats, talk together, ask questions of the\\nteacher, or receive help from him. If the first\\nintermission be fixed about the middle of the fore-\\nnoon session, one of these periods of suspended busi-\\nness may come about the middle of the time between\\nthe opening of the school and the first intermission,\\nanother, between the first intermission and the in-\\ntermission at noon-time and the afternoon session\\nmay be divided in the same way. If this arrange-\\nment be adopted, the school-day will be divided\\ninto eight periods of recitation, three of inter-\\nmission, and four of suspension of the regular\\nwork.\\nSome additional su Questions are deemed essential\\nCO\\nto enable the young teacher to operate his school\\nupon the plan now proposed.\\nThe granting of these special privileges should be\\nrefused, unless under extraordinary circumstances,\\nat all times except during the periods set apart for\\nit. Neither should the granting of them at these\\nperiods be a matter of course the pupil must always\\nindicate his want by holding up his hand, and the\\nteacher must judge whether it is proper to grant it.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0139.jp2"}, "138": {"fulltext": "112 THE ORGANIZATION OF THE SCHOOL.\\nPupils should not be suffered to leave their seats\\nwhen it is possible for the teacher to wait upon them\\nat their seats. It is better, generally, for the teacher\\nto go to them than for them to come to him.\\nThe most difficult thing to regulate among pupils\\naccording to the plan now proposed, or, indeed, ac-\\ncording to any other, is their speaking to one an-\\nother, or whispering. The difficulty will be greater\\nif the school-room is not well seated. If the pupils\\nare crowded together on long benches, they will be\\nmuch more liable to talk than if placed on single\\nseats some distance apart. Loud talking in a school-\\nroom during school-hours interrupts the school-work.\\nLow talking is apt to become loud, and, if not, it will\\nmost probably lead to a waste of time. It is some-\\ntimes necessary, however, for pupils to speak to one\\nanother and the plan just explained seems to afford\\nample privileges to the pupils and yet protect the\\ninterests of the school. If the teacher has reason\\nto think that his pupils do not waste time in talking,\\nor if they do not trespass upon the rights of others\\nin so doing, he need make no regulation concerning\\nthe matter. He may even allow whispering at all\\ntimes if he can succeed in securing less interruption\\nto the school and less trouble to himself by regu-\\nlating it than by totally prohibiting it except at\\ncertain stated times. But it is presumed that neither\\nof these contingencies will often happen, and that\\nthe wisest plan is to make the provision already in-\\ndicated. I know it is said that, if the teacher allow\\nwhispering whenever it is necessary, he will not be\\nbound to notice every supposed violation of the rule\\nbut if he prohibit it wholly, he must inflict some", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0140.jp2"}, "139": {"fulltext": "THE PERMANENT ORGANIZATION. 113\\npunishment for every violation noticed, and among\\ntalkative children this punishment has to be inflicted\\nso often that the task becomes a very unpleasant one\\nfor the teacher and produces little good effect upon\\nthe pupil. This difficulty is acknowledged, and is\\nbest met by inflicting upon offenders those mild\\npunishments which are the simple consequences of\\ntheir conduct, as the forfeiture of seats, or seats\\nupon a bench provided for the purpose, where they\\ncan talk to no one. The difficulty will grow less\\nas good habits are formed. On the other hand, the\\nobjection loses much of its force when it is seen\\nthat ill consequences of greater magnitude will arise\\nfrom attempting to regulate whispering, for the\\nteacher is not often able to tell for himself when\\nhis rules are violated. He must depend mainly\\nupon the pupil s own confession, and thus may hold\\nout a temptation to falsehood in the first place, and,\\nin the second, risks the danger of punishing only\\nthose who are honest, while those who are willing to\\nspeak falsely may readily escape. It is not supposed\\nthat all whispering can be prevented by any plan\\nbut that which is here suggested, if carefully fol-\\nlowed, will, it is hoped, prove to be generally a\\nsatisfactory mode of disposing of this troublesome\\nsubject.\\nPupils should not be encouraged to make com-\\nplaints against one another but still there will be\\noccasions when such complaints ought to be made,\\nand when great injustice would be done were the\\nteacher not to hear them. Pupils, too, have other\\ngrievances than those which come from wrongs\\ndone to them by their school-fellows. They may", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0141.jp2"}, "140": {"fulltext": "114 THE ORGANIZATION OF THE SCHOOL.\\nbe unwell, their books may be lost or torn, the\\napparatus they are required to use may be out of\\nrepair, their seats may be uncomfortable from heat,\\nor cold, or want of light, and for the removal of\\nthese and other like causes of complaint, the pupils\\nought to be allowed at some time to apply to the\\nteacher.\\nThis is not the place to discuss the amount of help\\na teacher should render his pupils in preparing their\\nlessons. It will be admitted upon all hands that\\nhe may render some help and, if he occupy all the\\ntime during which, four times a day, the regular\\nbusiness of the school is suspended, in doing it, he\\ncan hardly exceed in this respect the safe limits of\\nsound policy.\\n8th. The Transaction of General Business. More\\nor less general business must be transacted in all\\nschools. Notices must be given, appointments must\\nbe made, regulations must be introduced and ex-\\nplained, classes must be arranged, and various items\\nof miscellaneous business must be attended to, and\\nthe question is whether the teacher will have a\\nstated time for doing such work, or whether he will\\ndo it whenever it occurs to him, or whenever cir-\\ncumstances suggest it. To have a stated time for\\ndoing it is much the best plan, because in that way\\nno class need be disturbed, no pupil need be inter-\\nrupted in his studies, and both teacher and pupils\\nwill be more at liberty to attend to the matter in\\nhand.\\nThe most appropriate time for transacting general\\nbusiness is immediately preceding the closing of\\nthe school. The day s work is then done, all the", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0142.jp2"}, "141": {"fulltext": "THE PERMANENT ORGANIZATION. 115\\nbusiness of the day can then be settled up, the\\nnecessary arrangements for the morrow can then be\\nmade, and the teacher can rest with no unfinished\\nbusiness on his mind to distract his attention or to\\nabsorb his time.\\nThe teacher will find it convenient to note during\\nthe day such items of business as he desires to bring\\nbefore the school, and at the appointed time he can\\nattend to the whole at once.\\n9th. The Administration of Discipline\u00e2\u0080\u0094 Elsewhere,\\nunder the head of School-Government, will be dis-\\ncussed the subject of School-Offences and their\\npunishment. Here it must be taken for granted\\nthat there will be offences and that there must be\\npunishments and the question to be determined is\\nwhen the administration of discipline shall take\\nplace.\\nIndividuals offending against the rules of the\\nschool may be corrected either privately or publicly.\\nPrivate correction is very much the best in a vast\\nmajority of cases but very rarely, and with peculiar\\noffences, the correction must be made before the\\nwhole school.\\nIf the correction is to be made publicly and the\\noffence be a trifling one, it may be done during the\\ntime appropriated for general business but if the\\noffence be a very grave one, a more suitable time\\ncould not be selected than immediately after the\\ncompletion of the whole day s work. In anticipa-\\ntion of the time that will be taken up in administer-\\ning the contemplated discipline, the afternoon exer-\\ncises may be somewhat shortened. The reason this\\nhour should be fixed upon is because it is unlikely\\n12", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0143.jp2"}, "142": {"fulltext": "116 THE ORGANIZATION OF THE SCHOOL.\\nthat after the infliction of punishment or the arous-\\ning of strong feeling either teacher or pupils will\\nbe fit for their usual duties. Some teachers dis-\\npense with one of the intermissions and occupy\\nthe time in the administration of the needed dis-\\ncipline but the fact that a privilege is thus taken\\naway from the pupils, may create prejudice against\\nthe teacher or his mode of punishment.\\nIt is very seldom that a teacher should interrupt\\nhis work to correct an offence. An uplifted finger,\\na shake of the head, a tap of the bell, the quiet re-\\nmoval of a pupil to a place where he has less\\nopportunity to do mischief, may indicate to the\\noffender that the teacher notices him; but the dis-\\ncussion of the nature of the offence, and the appli-\\ncation of the punishment for it, should be delayed\\nuntil an appropriate time is found for attending to\\nthe matter. There may occur an open outbreak in\\nthe school, as when two pupils quarrel, or some\\npublic opposition to the teacher, as when a pupil\\nrefuses to obey him but even in such cases, while\\nthe disturbance must be immediately quieted, and\\nobedience at once enforced, the final settlement of the\\ndifficulty should be postponed until all parties have\\nhad time for reflection, when it can be made with\\nmuch more satisfactory results.\\nWhen discipline is administered privately, it\\nmay be done whenever the teacher has leisure, or\\nwhenever there is least danger of being interrupted.\\nIt may be done at one of the intermissions, before\\nor after school, in the pupil s room, or at his home\\nin the presence of his parents, or in the office of\\nthe teacher.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0144.jp2"}, "143": {"fulltext": "THE PERMANENT ORGANIZATION. 117\\nIt seems proper to conclude this chapter* with the\\npresentation of a form for a School-Programme.\\nThis form is more simple and more complete than\\nany other with which I am acquainted, and readily\\nadmits modification to suit circumstances.\\nAfter what has been said in the preceding pages,\\nthis Programme will not require much further ex-\\nplanation. A few observations, however, must still\\nbe made. When there are but one room and one\\nteacher, of course the last two columns will be un-\\nnecessary. They are intended to exhibit the form\\nof a Programme for a graded school in which\\nseveral teachers are employed. The selecting of\\nthe classes which should recite during each Recita-\\ntion-Period, and the fixing of the length of each\\nrecitation, are left to the teacher, who must be\\ngoverned by the circumstances of his school. Seve-\\nral classes may be heard by the teacher during each\\nPeriod; or, if there are more teachers than one, by\\neach of them. If teachers hear different classes on\\ndifferent days, it can readily be so stated in the Pro-\\ngramme. Special arrangements must be made for\\nsuch general exercises as reviews, lectures, c.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0145.jp2"}, "144": {"fulltext": "118\\nTHE ORGANIZATION OF THE SCHOOL.\\nPROGRAMME.\\nTIME.\\nEXERCISE.\\nBOOM.\\nTEACHER.\\nOpening Exercise.\\nFirst Recitation-Period.\\nRegular Business Suspended.\\nSecond Recitation-Period.\\nForenoon Intermission.\\nThird Recitation-Period.\\nRegular Business Suspended.\\nFourth Recitation-Period.\\nNoon Intermission.\\nFifth Recitation-Period.\\nRegular Business Suspended.\\nSixth Recitation-Period.\\nAfternoon Intermission.\\nSeventh Recitation-Period.\\nRegular Business Suspended.\\nEighth Recitation-Period.\\nGeneral Business.\\nClosing Exercises.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0146.jp2"}, "145": {"fulltext": "CHAPTER m.\\nTHE EMPLOYMENTS OF THE SCHOOL.\\nIn order to secure an economical expenditure of\\nstrength and effort, it is necessary for the teacher to\\nunderstand what constitute the legitimate employ-\\nments of his pupils while in school, and in what\\nconsists the nature of these employments. To the\\npresentation of this important information this\\nchapter will be devoted.\\nThe employments of the school may readily be\\narranged into three classes, and the subject-matter\\nbefore us will therefore be treated of in three\\nsections, as follows\\nJ\\nI Study.\\nII. Recitation.\\nIII. Exercise.\\nI. Study. Study is the most important employ-\\nment of the school. Without it there can be but\\nlittle progress in learning. The objects of study\\nand the means of securing them must therefore be\\ncarefully investigated by the teacher. The follow-\\ning arrangement of topics will give method to the\\ndiscussion\\n12*\\n119", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0147.jp2"}, "146": {"fulltext": "120 the employments of the school.\\n1. The Objects of Study.\\n2. The Incentives to Study.\\n3. The Modes of Study.\\n4. The Characteristics of the Student.\\n1. The Objects of Study. The ultimate object\\nof all education is the attainment of the highest\\npossible worth; or, as Kant expressed it, to\\ndevelop in each individual all the perfection of\\nwhich he is susceptible. When God created man\\nin His own image, and gave him powers and capa-\\nbilities but little lower than the angels, He intended\\nthat he should live worthy of his high estate; and\\nthe great central end of all education is the attain-\\nment of that manhood which God designed for man,\\nand which was the ideal prototype after which He\\ncreated him.\\nMore particularly, the following may be named\\nas the ends of study\\n1st. Knowledge.\\n2d. Discipline.\\n3d. Aspiration.\\n4th. Efficiency.\\nThe Accumulation of Knowledge is an End of Study.\\n\u00e2\u0080\u0094Knowledge may be desired for discipline or for the\\npurposes of life; but it should be desired also for its\\ncwn sake. Each individual is conscious of a desire\\nto know and the mere fact of possessing knowledge,\\nconsidered independently of any use to which it\\nmay be put, furnishes the highest pleasure to the\\npossessor. Nature has everywhere truth for the\\nintellect and beauty for the heart. The Naturalist\\niinds them in rocks, and plants, and insects, and", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0148.jp2"}, "147": {"fulltext": "STUDY. 121\\nanimals the Linguist finds them in the wondrous\\npowers and wondrous forms of human speech the\\nMathematician finds them in the mystic properties\\nof numbers and of forms the Metaphysician finds\\nthem in those higher laws, pure as they came from\\nthe God-mind, which condition all things the His-\\ntorian finds them in watching the great drama\\nwhich men are playing upon the world s stage; and\\nall are made nobler and better in their contempla-\\ntion. A true lover of knowledge seeks it for itself,\\nseeks it because God made his soul crave it, seeks\\nit to embalm it in his heart forever. The love of\\ntruth, whether found in nature or in the Bible, is a\\nholy love and happy the teacher who can implant\\nit in the minds of his pupils.\\nDiscipline is an End of Study. The human body\\nin infancy is weak, it needs to be invigorated and\\ntoughened; the human intellect is feeble, it needs\\nto be developed and strengthened; the human pas-\\nsions are wild and rash, they need to be restrained\\nand guided; the human will is fitful and perverse,\\nit needs to be trained to docility and educated to\\nhusband and direct its power. This invigorating\\nand toughening of the body, developing and\\nstrengthening of the intellect, restraining and\\nguiding the passions, training and educating the\\nwill, is discipline; and it is one of the highest aims\\nof study to secure it.\\nThe circumstances that surround the race seem\\nwisely designed to promote the ends both of physi-\\ncal and mental discipline. The earth yields her\\nfruits only after hard culture; and her untamed\\nforests, her barren wastes, her high mountains, her", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0149.jp2"}, "148": {"fulltext": "122 THE EMPLOYMENTS OP THE SCHOOL.\\nrapid rivers, her stormy seas, and her rocky shores,\\npresent such obstacles to the progress of human\\ncivilization, that the hand of man is trained to\\ncunning and his head schooled to reflection in the\\neffort to overcome them. What powerful influences\\nprompt the agriculturist to sow and reap; the\\nmanufacturer to fashion the raw materials of nature\\ninto forms useful and beautiful; the mechanic to\\ninvent things new and strange, and to make them\\nthe merchant to send his ships forth upon the path-\\nless ocean on the mission of commerce! and all\\nthese influences are educational, toughening muscle\\nand awakening mind.\\nBesides, impelled by curiosity, man looks up to\\nthe heavens, down into the earth, within himself, and\\neverywhere he finds his eye dazzled with the grandeur\\nof creation, his head puzzled with the riddles he is\\nasked to read, and his heart warmed with the wisdom\\nand goodness which are displayed in all things, the\\nlittle as well as the great. The mother places before\\nher infant child a glittering toy, and her mother s\\nheart is gladdened when he takes his first step\\ntowards it. This first step a child takes in learning\\nto walk, exemplifies nature s method of discipline.\\nGod has adapted the creation to man, the objective\\nand the subjective correlate, outer attractions an-\\nswer to inner impulses, that the end of discipline\\nmight be attained.\\nIt is for teachers to aid nature s efforts. Human\\nnature must be made as nearly perfect as possible.\\nBe ye perfect, even as your Father in heaven is\\nperfect, says Christ; and all created things respond,\\nBe perfect. Education is desirable to fit us for", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0150.jp2"}, "149": {"fulltext": "STUDY. 123\\nthe ordinary business of life; but its aim is higher\\nwhen it imparts a broad, generous culture to all our\\npowers. We want first to be strong men, and after-\\nwards good citizens.\\nAspiration is an End of Study. Nothing tends more\\nto insure the young against the temptations of a low\\nsensualism, to lead them away from an indulgence\\nin debasing pleasures, than an elevated ideal of the\\npurpose of life and of the worth of the human\\nsoul. The young should be taught to aim high, to\\ndesire to accomplish something noble, to appreciate\\ntruly the dignity of the position and the nature\\nof man. The formation of an ideal conception of\\nhuman perfection, and an earnest longing to realize\\nthat conception in life, is what I mean by aspiration\\nand surely study is worth much even if it only\\nenable us to triumph over the difficulties of a long\\njourney through this wilderness world, and see the\\nPromised Land from afar off.\\nA person who does not realize the value of a\\nthing will not make the most earnest efforts to ob-\\ntain it; neither will a coveted prize, if considered\\nbeyond his reach, call forth his best exertions.\\nAspiration must pioneer all noble effort; and study\\nlifts men up to higher, broader views of life, and\\nduty, and God. The scholar may indulge in hopes\\nand anticipations wholly unknown to the ignorant.\\nThe tentacula of his mind reach far out and up.\\nHis feet may rest upon the earth like those of\\nother men; but his head is up among the clouds,\\nwith an ever-widening prospect around him. His\\nideals lend a charm to life in this world, and light\\nup his bright pathway to another. It is an object", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0151.jp2"}, "150": {"fulltext": "124 THE EMPLOYMENTS OF THE SCHOOL.\\nof study, therefore, to elevate these ideals, and to\\nstir up in the soul higher hopes and nobler aspira-\\ntions.\\nEfficiency is an End of Study. We study to obtain\\nknowledge, to discipline our powers, to elevate our\\naspirations; but we can accomplish little for our\\nfellow-men unless we can thereby make ourselves\\nmore efficient in the performance of duty. Know-\\nledge latent in the mind can benefit only the pos-\\nsessor; strong muscles unused will do no work;\\nbeautiful ideals un pictured will attract no worship-\\npers. Study, then, should aim to make all the\\nforces of our nature available for the interests of\\nsociety. The talent of acquired lore, of muscular\\nor mental discipline, of divine imagination, must\\nnot be hidden in a napkin and buried in the earth.\\nThe man of science has no right to conceal the\\ntruth he knows no Hercules can allow himself rest\\nwhile labors remain to be performed no artist can\\nrefuse to express in stone or on canvas the ideal\\nimage born in his own breast; and the world is\\nentitled to all the poetry and music inspired by\\ngenius, and to all the revelations from G-od to man\\nwhich the holy prophets have ever uttered. Each\\nman, in his sphere, is bound to do what he can. It\\nrequires the economical expenditure of all the world s\\nforces to do the world s work. All must hitch\\nthemselves to the great car and give their pull, or\\nput their shoulder to the great wheel and give their\\npush.\\nIt is one of the objects of study to make us more\\nefficient, efficient in all we undertake to do. Know-\\nledge gained should be distributed, the force ac-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0152.jp2"}, "151": {"fulltext": "STUDY. 125\\nquired by discipline should be judiciously expended,\\nand the ideal pictures of the imagination should be\\ndisplayed, that all may profit by them. Knowledge\\nshould not only be distributed, but used. It may be\\nmade to aid in all kinds of business, to prevent the\\nimpositions practised upon the ignorant by the un-\\nprincipled, to correct the fears and the follies of the\\nsuperstitious, to assist in the work of morality and\\nreligion, to ennoble the pleasures of mankind: these\\nand other such uses has knowledge, and the scholar\\nmust so use it, or he fails to appreciate the gift, and\\nwrongs the Giver.\\nWhile it is maintained that efficiency is one of\\nthe objects of study, it will be noticed that by this\\nis not meant mere efficiency in buying, selling, and\\nmanaging affairs but any efficiency is meant which\\nperforms labor, either with head or hand, adds new\\nfacts or principles to science, or presents purer ideals\\nfor the admiration of mankind, any efficiency,\\nindeed, which tends to make society better, wiser,\\nor more happy.\\nIt must be added that the object of study is some-\\ntimes an improper one. If an education is sought\\nfor the gratification of pride, or with the predomi-\\nnant desire of gaining popularity, reputation, power,\\nor position, it both degrades the seeker and the\\nthing sought.\\n2. The Incentives to Study. Taking it for\\ngranted that pupils are surrounded with circum-\\nstances favorable to study, such as a convenient\\ntime, a proper place, and a suitable opportunity,\\ntaking it for granted, too, that the teacher fully\\nunderstands what are the objects of study, an in-", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0153.jp2"}, "152": {"fulltext": "126 THE EMPLOYMENTS OF THE SCHOOL.\\nquiry is now in place as to the incentives that are\\nbest calculated to induce pupils to perform their\\nschool-work. We do not exert ourselves without a\\nmotive; and just in proportion to the strength of the\\nmotive will be the force of the executive effort. A\\nmiller might as well expect his mill to run without\\nwater or steam, or a sailor his ship to move with-\\nout wind or current, as a teacher to look for his\\npupils to accomplish any worthy thing in study\\nwithout being actuated by motives. The teacher\\nwho induces his pupils to work diligently must\\nunderstand human nature, must be able to analyze\\nthe motives that impel mankind to exertion, and\\ncall into requisition those which are proper to be\\nemployed in the work of education and to do this\\nskilfully, no small degree of well-applied effort is\\nnecessary.\\nBefore proceeding to name the different incentives\\nto study which have been made use of in school,\\nand to criticize them, it is deemed well to state the\\nmost important principles by which it is intended\\nto test them.\\nIncentives to study ought to be continuous in\\ntheir influences. They ought not merely to spur\\npupils on to the attainment of an object and then\\nlose their potency.\\nIncentives to study ought to arise from the nature\\nof the subject, and the circumstances connected\\nwith learning it. They should be natural, not arti-\\nficial real, not fictitious.\\nIncentives to study are best when they are founded\\nupon the positive qualities of each pupil, and are not\\nthe result of a comparison of one pupil with another.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0154.jp2"}, "153": {"fulltext": "STUDY. 127\\nIt is unwise to encourage a disposition in pupils\\nwhich may lead them to rejoice in the ill success\\nof their classmates.\\nAll rewards when presented as incentives to study\\nshould be given with reference to effort, and not\\nwith reference to natural ability.\\n\u00e2\u0080\u00a2All rewards when given as incentives to study\\nshould be calculated to promote the greatest good\\nof the largest number.\\nThe great end of all study is human perfection\\nand none but noble motives can lead to the attain-\\nment of so noble an end.\\nIn the discussion of Incentives to Study, we will\\nconsider\\n1st. Incentives of doubtful Propriety.\\n2d. Proper Incentives.\\n1st. Incentives of doubtful Propriety. The principal\\nincentives to study about the use of which a differ-\\nrence of opinion exists are Prizes Merit-Marks\\nJEmidation; Fear of Punishment; Shame; and Hidi-\\ncule.\\nPrizes. Under the general head of Prizes it is\\nintended to include all those material things which\\nare presented in institutions of learning to such\\nstudents as are supposed to have made more pro-\\ngress in their studies, or are thought to be more\\ndeserving, than their fellow-students. In some\\nschools, medals are used for this purpose; in others,\\nscholarships, books, pictures, money, and privileges\\nof different kinds. Upon the question as to whether\\nprizes should be used as incentives to study in schools,\\na warm controversy has been carried on among\\nn", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0155.jp2"}, "154": {"fulltext": "128 THE EMPLOYMENTS OF THE SCHOOL.\\nteachers and others interested in education and it\\nis presumed to be best to state here the chief argu-\\nments on both sides, as a basis for the conclusion\\nwhich will be announced.\\nThe arguments in favor of prizes are\u00e2\u0080\u0094\\nThat long -continued experiment has shown that prizes\\nare useful. Giving prizes to successful students is a\\ncustom which has prevailed in schools and colleges\\nfor centuries, and in all parts of the civilized world.\\nIt prevails now in a vast number of institutions of\\nlearning of different kinds and grades. The argu-\\nment is that a custom so long-continued and so\\nwide-spread must have some advantages, or it\\nwould have been long since abandoned. Franklin\\napproved of prizes and the Franklin Medals are\\nstill given in the public schools of Boston. Sir\\nWilliam Hamilton recently advocated the introduc-\\ntion of a system of prizes into the University of\\nEdinburgh, in the expectation that it would revive\\ntherein the languishing interest in certain depart-\\nments of learning.\\nThat the expectation of gaining a prize increases the\\ninterest in study. It is admitted by all that the stu-\\ndent who works merely to gain a prize is not actu-\\nated by the highest motive but a prize is something\\ntangible, something that his friends and the public\\ncan see and he is accordingly stimulated to exertion.\\nBesides, the teacher can make it understood that the\\nprize is representative in its character, that it\\nrepresents correct deportment, hard study, or his\\nown or the giver s approbation of it. There are\\nnatural differences in mental capacity. Some pupils\\nsurpass others in study, just as some gain the prizes", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0156.jp2"}, "155": {"fulltext": "STUDY. 129\\nof life while others lose them. Teachers and class-\\nmates will select the most deserving scholars, and\\nbestow upon them in some form their congratula-\\ntions. The bestowment of a prize is, in such cases,\\nmerely a public attestation of their good opinion,\\nand it will be preserved as a happy memorial of\\ntheir approbation. JSTo one will maintain that a\\npupil may not strive to obtain the good opinion of\\nteacher, fellow-students, or the public; and can\\nthere be any serious objection to the expression of\\nthat approbation in the form of a prize To secure\\nthis good will and this public testimonial of it,\\npupils will study diligently, and with more interest\\nthan they would be likely otherwise to evince.\\nOffered prizes have a very marked influence upon\\nthe studies of the younger classes of pupils, since\\nthey are incapable of appreciating the highest mo-\\ntives.\\nThat the prospect of obtaining a prize promotes profit-\\nable competition. The pupils composing a class com-\\npete for a prize. Their relative merits must be\\njudged, and the prize be awarded to the most\\nworthy. In order to attain the highest position in\\nthe class, there must be effort made and, as this\\neffort gives strength, the competition, it is main-\\ntained, is profitable. The management of a class\\nunder such circumstances may be a delicate matter\\ngreat danger may exist that feelings of envy or jea-\\nlousy will be engendered in the contest; but it cannot\\nbe doubted that a teacher who can so manage his\\nclass as to avoid this danger, and make the compe-\\ntition fair and honorable and comprehensive enough\\nto embrace the whole class, may secure a rapid ad-", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0157.jp2"}, "156": {"fulltext": "130 THE EMPLOYMENTS OF THE SCHOOL.\\nvancement in study. The actuating incentive may\\nbe the prize but, in the struggle to obtain it, know-\\nledge is acquired and strength developed and these\\nare among the most important objects of education.\\nThe following arguments may be advanced against\\nthe use of prizes in schools:\\nThat the pursuit of the prize causes pupils to overlook\\nhigher motives to study.\u00e2\u0080\u0094 That there are higher motives\\nwhich may be used as incentives to study than the\\ndesire to obtain a medal or a sum of money, every-\\nbody admits. Does the pursuit of a prize cause\\npupils to overlook them It must be confessed that\\nsuch an effect is frequently produced. A prize is\\nsomething that can be seen it can be held up before\\nthe gaze of an admiring public; and it is well cal-\\nculated, therefore, to obscure the more substantial\\ngood which it is supposed to represent. A pupil\\nwho is striving for a prize talks about it in the day-\\ntime and dreams of it at night. He forgets all about\\nthe worth of knowledge and the duty of self-per-\\nfection, sees nothing but the prize, and hears nothing\\nbut the plaudits that will- greet its happy recipient.\\nThis transfer of incentives to study from higher\\nto lower, from real and permanent to fictitious and\\ntransitory, has a tendency to degrade the student.\\nNothing adds so much dignity of character to the\\nseeker after knowledge as the consciousness that his\\nobject is a noble one. Full of this thought, all his\\nactions are high-toned and manly and as he triumphs\\nover difficulties, and obtains the rich fruit of his toil,\\nhe feels that high pleasure which comes from know-\\ning that he has fought a brave battle and won a\\nproud victory without doing harm to any one.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0158.jp2"}, "157": {"fulltext": "STUDY. 131\\nIt quite often happens, too, that the pupils who\\nwin prizes, having accomplished what they had\\nstriven for, cease their efforts and abandon hard\\nstudy. Stimulated by the hope of gaining the prize\\nthey may have worked diligently but, that stimulus\\nremoved, their interest in study decreases, and they\\nsoon become indifferent to it. This is an unfor-\\ntunate condition in which to leave pupils. It\\npromises little for the future; and it seems better to\\nrely most upon those natural rewards which repay\\nthe labor of the student, and which, though con-\\nstantly used, are always increasing in value.\\nCareful teaching may induce pupils to think of\\nprizes as the tangible representatives of the real\\nrewards which they hope to gain and, if so, they\\ncan be used with little danger. Few teachers, how-\\never, can hope to possess such skill, and, if they do\\npossess it, they will scarcely need the help of prizes\\nto induce their pupils to study.\\nThat the benefits to be derived from, the giving of prizes\\nare confined to a few. If each pupil in a class could\\nreceive some testimonial fairly proportioned to his\\neffort and success in study and his deportment as a\\nstudent, there could be little objection to such a\\nsystem. It would conform to nature s plan in prin-\\nciple, and, being more tangible, might exert a bene-\\nficial influence, especially with pupils in Primary\\nschools. But the system of giving prizes as generally\\npractised is something wholly different. The prizes\\nfor which a class or school competes are not often\\nvery numerous, sometimes three or four, but more\\nfrequently, perhaps, a single one. They are be-\\nstowed, not with regard to positive attainments, but\\n13*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0159.jp2"}, "158": {"fulltext": "132 THE EMPLOYMENTS OF THE SCHOOL.\\nwith regard to relative position. There may be a\\nvery slight difference between two competitors; both\\nmay be almost equally deserving; and yet one may\\nobtain the prize, while the other is rewarded per-\\nhaps by pity for his ill success. By the wonderful\\nprinciple of compensation, the apparent loser may\\nbe the real gainer but this does not save the dis-\\ntinction made from the accusation of being arbi-\\ntrary and invidious.\\nSuppose a class competing for a prize, and observe\\nthe result. At first the attention of the whole class\\nmay be directed to the prize, and a few good recita-\\ntions may be the consequence but very soon some\\nwill come to the conclusion that the prize cannot be\\nobtained by them, then others will arrive at the\\nsame conclusion, and afterwards still more, until the\\ncontest is narrowed down to a very few who strive\\non to the end. The effect is that those who lose the\\nhope of obtaining the prize can with great difficulty\\nbe induced to study at all, and seem to think that,\\nhaving abandoned the race themselves, their only\\nduty is to watch the runners until they reach the\\ngoal and the winner receive the prize. Besides,\\nthose who continue the contest are generally such\\npupils as need no stimulus to exertion. They are\\nmore likely to over-work themselves than to work\\ntoo little. The treatment they need in such circum-\\nstances is rather sedative than stimulating. Thus\\nthe competition excited by the offer of a prize is\\napt to injure both the quick and the dull, the in-\\ndustrious and the lazy, one class being induced to\\nwork too much and the other being left with little\\ninducement to work at all.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0160.jp2"}, "159": {"fulltext": "STUDY. 133\\nThat there is great difficulty in awarding prizes justly.\\nIf a prize be awarded unjustly, it will do harm to\\nall concerned, to him who receives it, to him to\\nwhom it rightfully belonged, and to the school-\\nauthorities who committed the error. The danger\\nof doing some injustice in awarding prizes is very\\ngreat. Data furnished by recitations and examina-\\ntions are subject to many errors; and when the\\namount of effort made, the facilities of study en-\\njoyed, and the difficulties encountered by the pupils,\\nare taken into the account, there are so many un-\\nknown quantities involved in the problem that the\\nshrewdest moral algebraist could scarcely solve it.\\nThose who make the best recitations or appear to\\nthe most advantage at examinations are not always\\nthe finest scholars or the most deserving students.\\nSome pupils have superior natural ability, which\\nenables them to do with ease what others can ac-\\ncomplish only by hard work; some receive private\\nhelp, have access to libraries, enjoy ample time for\\nstudy, and are allowed a pleasant place to study in,\\nwhile others must help themselves, and study at\\nhours stolen from sleep. The prize should be given\\nto the most worthy. Teachers may be able to make\\nthe right selection, but all must admit the liability\\nand the danger of mistakes. True, all praise and\\ncensure involve the same liability to mistakes. A\\nteacher may commend the bad and censure the good\\nbut, while this should teach him to be careful as to\\nwhom he praises and with whom he finds fault, yet\\nin so doing he generally commits no public wrong,\\nand he can oftentimes repair the private one he has\\ninadvertently done.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0161.jp2"}, "160": {"fulltext": "134 THE EMPLOYMENTS OF THE SCHOOL.\\nThat unkind and jealous feelings are apt to arise\\namong those who contend for a prize. It is not uncom-\\nmon, when the contest for a prize becomes close\\nand confined to a few, that the other members of\\nthe class drop study, divide into parties, and attach\\nthemselves to the fortunes of one of the competi-\\ntors. In such unfortunate circumstances, there are\\napt to be exhibited the feelings usual at wrestling-\\nmatches and horse-races, there are apt to be those\\nwho rejoice equally at the success of their hero and\\nthe failure of his adversary and if the participants\\nthemselves do not sympathize with such feelings,\\nthey have more control over their passions than most\\nstudents possess.\\nThat a prize is a fictitious and arbitrary reward for\\ndiligence in study or propriety in conduct. In nature s\\nsystem all honest effort is properly rewarded. Ma-\\nture is a prompt paymaster, and she rewards men\\nliberally for every good thought they think and for\\nevery good deed they do. As the sower prepares\\nhis field, scatters his seed, and expects his crop, so\\nall good thoughts and good words bring forth a\\nnatural fruitage of reward.\\nThe system of giving prizes operates upon a\\nprinciple quite different from this natural system of\\nrewards. The prize is not bestowed for positive\\nmerit, but because the merit of the recipient is\\nsupposed to be of a higher order than that of others\\nwho may have been his competitors. The prize-\\nsystem virtually supersedes the system of nature,\\nand then suffers a large number of deserving pupils\\nto remain without any recognition of their worth in\\nthe standard of value adopted. But, at best, a prize", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0162.jp2"}, "161": {"fulltext": "STUDY. 135\\nis not a natural reward for hard study or good con-\\nduct, and when not used directly as the representa-\\ntive of that reward, its value must be wholly ficti-\\ntious. The bestowmeDt of it is controlled by no\\nnatural law, as such laws require each one to be\\nrewarded according to his merits, and it is therefore\\nan arbitrary reward.\\nHaving now stated the principal arguments for\\nand against the giving of prizes in school, it is\\nproper to conclude the matter with an expression\\nof my own opinion. It is briefly this: that in the\\nhands of most teachers, and as generally practised,\\nsystems of offering prizes in schools do much more\\nharm than good. If, however, pupils can be made\\nto understand that prizes are merely the tangible\\nrepresentation of the real reward, and to value\\nthem accordingly if the prizes can be made so nu-\\nmerous that the merits of all can be thus rewarded,\\nand the requisite care be taken that the value of\\neach prize be in proportion to the positive merit of\\nthe one who receives it, nearly all the objections to\\ntheir use would be removed, and they might become\\nan auxiliary in the work of inciting pupils to study.\\nThe principle of giving prizes as rewards is not\\nwrong, but it has been wrongly applied. With\\njudicious application its use is safe.\\nMerit-Marks. Teachers of Common Schools fre-\\nquently arrange their classes so that the position of\\na pupil in the class determines his merit, or at least\\nmarks his relative scholarship. The practice of\\nchanging places in a class according to an assumed\\nstandard of merit, is not subject to many of the\\nobjections which can be made against the giving of", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0163.jp2"}, "162": {"fulltext": "136 THE EMPLOYMENTS OF THE SCHOOL.\\nprizes. Eacli pupil in the class can be made to\\noccupy the position to which his actual merit at the\\nrecitation entitles him; he competes not only with\\nthe best scholars in the class, but with those of\\nsimilar ability to himself, and his place in class is\\na standard by which his friends and himself can\\ncompare his proficiency and progress with others.\\nFor young pupils, especially, place-taking may\\nbe employed with good effect.\\nIn nearly all well-managed schools, a record is\\nkept by which the scholarship and deportment of\\neach pupil are exhibited. The marks used for this\\npurpose are called Merit or Demerit Marks, and\\nthey are used as an incentive to study. So far as\\nrelates to study, these marks should be recorded\\nduriug the recitation or immediately after it, and are\\nintended to indicate the degree of proficiency in each\\nlesson. At the end of a week, a month, or a year,\\nthese marks may be summed up and read to the\\npupils themselves, forwarded to their friends, or\\npublished to the world. Classes graduating at\\nmany of our higher institutions of learning are\\nhonored by positions determined by marks made\\nup from those received during their courses of\\nstudy.\\nAre such Merit -Marks productive of good?\\nAgainst their use it may be urged that the keeping\\nof them requires considerable time. This is true,\\nunless the teacher attends to it during the recitation\\nor immediately after it; then the deserts of each\\nmember of the class are fresh in his mind, and he\\nhas nothing to do but to write opposite each name,\\nin his class-book, the figure denoting them.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0164.jp2"}, "163": {"fulltext": "STUDY. 137\\nAgainst their use, it may also be urged that\\nnothing but the merit of the recitations can be\\nmarked, and that no account can be taken of differ-\\nences in natural talents, and opportunities for prepa-\\nration. Merit-Marks for study ought not to pretend\\nto indicate any thing else than proficiency in reciting\\nthe lessons. The teacher should make this under-\\nstood by his pupils. He should also be careful in\\ngiving Merit-Marks for deportment to give credit to\\nthose who improve their opportunities of study to\\nthe best advantage, as well as for propriety in their\\ngeneral conduct. If this be done, no one can rea-\\nsonably complain of unjust treatment.\\nAgainst their use, a more serious objection may\\nbe urged, that the attention of pupils is apt to be\\ndiverted by them from the high objects for which\\nstudy should be pursued to the low one of obtain-\\ning good marks. To this objection it may be\\nreplied, that the great majority of students in all\\nkinds of schools have not formed any high ideals\\nof human perfection, and cannot, therefore, be\\nactuated by motives prompting to their attainment.\\nTeachers must first appeal to such motives as can\\nbe made effective, and, afterwards, gradually substi-\\ntute nobler ones. Merit-Marks, too, like all kinds\\nof reward, should be considered as the symbols of\\nsomething higher and better. They are, indeed,\\namong the safest of representative rewards, as all\\npupils may be marked according to their merit, and\\nthe record, made daily, is a safeguard against serious\\nmistakes.\\nIn favor of Merit-Marks it may be said that they\\naid in giving system to the working of a school;-", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0165.jp2"}, "164": {"fulltext": "138 THE EMPLOYMENTS OF THE SCHOOL.\\nthey are a convenient medium of conveying a\\ntruthful account of progress in study made by\\npupils, and their conduct, to their friends; in\\nschools where several teachers are engaged, they\\nfurnish to the Principal much needed information\\nthey are almost indispensable in making transfers\\nfrom one class, or one school, to another; and they\\ncan be made, when judiciously used, a safe and\\npowerful incentive to study and good conduct.\\nThat system, however, by which marks for merit\\nare allowed to cancel marks for demerit, I do not\\napprove. There is no warrant for the principle\\nupon which it is based in the moral government of\\nthe world. God forgives offences, but he never\\neffaces the recollection of them from the memory\\nof the wrong-doer. Works of supererogation are\\nan impossibility. It is best to let the daily marks\\nreceived by pupils stand, and make their sum total\\nconstitute the record for a week, a month, or a\\nterm.\\nEmulation. We have no right to seek after that\\nwhich is unworthy of pursuit. To do otherwise\\nwould be to spend time and effort in a bad cause,\\nand to weaken the moral sense. On this point,\\nhowever, there need be no question here, as all the\\nobjects of study are noble objects and well worthy\\nour desires.\\nEmulation is an effort to equal or surpass another\\nin the pursuit of an object. There may be emula-\\ntion in school in the struggle to gain a prize, a\\nposition, or to obtain good Merit-Marks; but the\\nkind of emulation now referred to, is simply a desire\\non the part of some pupils to equal or surp ass others in the", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0166.jp2"}, "165": {"fulltext": "STUDY. 139\\npursuit of knowledge. The question now to be deter-\\nmined is as to whether a teacher should present this\\nkind of emulation to his pupils as an incentive to\\nstudy. Respecting this question, like that respect-\\ning prizes, considerable difference of opinion exists\\namong educators; and, hence, it deserves careful\\nconsideration at our hands.\\nIt will be acknowledged by all, that the obtaining\\nof a prize, a position, or a high mark of merit\\nought not to be the end of study. The same is\\nmainly true of those trials of mental strength which\\nspring from emulation; and yet such trials may\\nhave something noble and manly about them. A\\nbase mind may be made to work for money or for\\nplace, but there have been natures so generous as to\\ndiscard such ignoble motives, and yet be ever will-\\ning to test their strength with foemen worthy of\\ntheir steel. A prize, in particular, when valued\\nfor itself, is an artificial reward; while the com-\\nplacency which arises from the consciousness of\\nstrength and excellence in comparison with others,\\nis a natural reward. In competing for a prize, the\\ncontest must be between persons whose relations are\\nintimate, and therefore will be apt to produce ill\\nfeelings while a pupil may emulate the excellences\\nof a member of his class, those of a person who\\nattends another school, those of the good and great\\nwhose virtues adorned the age in which they\\nhved, or even those of a personage purely ideal.\\nAn offered prize is within the reach of only a small\\nnumber; but the teacher can always find some one\\nwith whom to match even his dullest pupils. Some\\nauthority must decide, after a contest for it, to\\n14", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0167.jp2"}, "166": {"fulltext": "140 THE EMPLOYMENTS OF THE SCHOOL.\\nwhom a prize belongs, and there is great danger of\\ndeciding unjustly but when emulation simply is the\\nactuating motive, the pupils can mostly decide for\\nthemselves. A prize won loses all power as an in-\\ncentive to study but a pupil can never long want\\nworthy rivals.\\nFrom what has just been said, it appears that\\nemulation is a much safer motive to be used as an\\nincentive to study than the desire to gain a prize;\\nand yet there are some objections to its use, which\\nmust be considered.\\nIt is said that pupils are apt to overlook the true end\\nof study in the heat of rivals hip. I do not object to a\\ntrial of strength or skill, either physical or mental,\\nfor itself. I believe that such trials, when well\\nmanaged, have much in them that is good in its\\nresults. But the true end of study is not to equal\\nor surpass another; and whenever it is lost sight of\\nin a contest for victory, the consequences must\\nnecessarily be unfortunate, both intellectually and\\nmorally. That the true end of study is sometimes\\noverlooked, when one pupil becomes the rival of\\nanother, cannot be doubted; but there is just as\\nlittle doubt that a judicious teacher can prevent\\nsuch a mistake. It is the abuse of a good thing\\nand what good thing may not be abused? Two\\nboys sent upon an errand need not forget to do it\\nbecause they run a race on the way.\\nIt is said that emulation tends to produce bad feelings\\nbetween the contending parties. This result, it is alleged,\\nmay not appear at first, but it grows as a contest\\nbecomes more close. That a generous spirit may be\\nmade selfish from this cause, that even jealousy and", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0168.jp2"}, "167": {"fulltext": "STUDY. 141\\nhatred may be engendered, I think, cannot be\\ndoubted; and if such is the legitimate result of the\\nemployment of emulation as an incentive to study,\\nresort should be had to some less dangerous mo-\\ntive.\\nA teacher, however, can make use of emulation\\nwithout incurring such ill consequences. He can\\nterminate a rivalship whenever he deems it best,\\nand he can always avoid such as are close and per-\\nsonal. Standards of comparison may be chosen\\nfrom without the school as well as from within it.\\nAnd, besides, I do not believe that the legitimate\\neffect of a trial of mental or physical strength is to\\nproduce bad feelings. It may do this with low and\\nnarrow minds but with the brave and generous, if\\nproperly conducted, it never does. The most skil-\\nful players in games of ball or cricket, the fastest\\nskaters, and the truest marksmen, are nearly always\\nthe best of friends. Their trials of skill teach them\\nto respect one another. Such, too, might be the\\neffect of the rivalship of the school-room. True,\\nnow and then unsuspected selfishness will come to\\nthe surface but, in morals as in medicine, the open\\nmanifestation of a disease presents the best oppor-\\ntunities for administering the appropriate remedies.\\nIt is said that the effect of the use of emulation in\\nschool is to make ambitious men. Ambition may be\\neither good or bad. That unscrupulous ambition\\nwhich seeks place and power regardless of all other\\ninterests, which has drenched the world with blood\\nand filled it with misery and woe, is to be deprecated\\nevery where. Rather than that schools should be-\\ncome the nurseries of such ambition, let the schools", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0169.jp2"}, "168": {"fulltext": "142 THE EMPLOYMENTS OF THE SCHOOL.\\nthemselves be closed. But no sentiment can be\\nnobler than that ambition which prompts men to do\\ngreat deeds for themselves and for the race, which\\nhas pioneered civilization, marched at the head of\\nreforms, and given the world its science and its art.\\nAmbition is good when directed to good ends, and\\nbad when directed to bad ends. Does emulation\\nencouraged in school necessarily lead to the in-\\ndulgence of an unworthy ambition\\nThe use of emulation in school is calculated to\\nmake ambitious men and without such men the\\nwhole intellectual and moral world would stand\\nstill. Whether the working out of their energies\\ntends to do good or ill to the human family depends\\nupon the manner in which those energies are di-\\nrected. It is a matter of great responsibility to\\nawaken the ambition of the young, and to count\\nupon giving proper direction to it. It may be like\\nsowing the wind and reaping the whirlwind but\\nthe teacher has no alternative. He aims to make\\nmen, and men must have ambition. Indeed, he\\nmeets with the same difficulty in regard to all the\\npower he evokes and to all the skill he imparts.\\nEducation either unchains a devil or frees a man\\nbut the chance of an escape from the bondage of\\nignorance warrants all risks. These risks, however,\\nshould be rendered as slight as possible by the con-\\nstant vigilance of teachers and parents.\\nSeveral special arguments in favor of an appeal\\nto emulation as an incentive to study will be named.\\nEmulation is a feeling incident to our nature, and\\ntherefore has its use. It is natural to compare our-\\nselves with others. To this is owing the powerful", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0170.jp2"}, "169": {"fulltext": "STUDY. 143\\ninfluence of example. Without it the lives of the\\ngood and the great would teach us no moral.\\nThe results of a spirit of emulation appear in all\\nnations, and at all times. Nations have competed\\nwith one another in commerce, manufactures, sci-\\nence, art, and arms. Individuals have measured\\nstrength in pastimes, in trade, in the forum, in\\npeaceful science, and in bloody combat. Children\\nemulate one another in early infancy; and many of\\nthe plays of childhood and the games of school-boy\\ndays derive all their interest from the efforts of some\\nto equal or excel others. Society is kept alive by\\ncompetition. We find it in all the avenues of business,\\nin the family, in the State, and in the Church. A\\npower so universally active cannot be doomed to\\nsilence in the school-room. The teacher will find\\nit as a part of human nature, and he cannot deny it\\na use unless he question the wisdom of Him who\\nmade man as he is. !Not that one man was designed\\nto enjoy a triumph over another s misfortunes; not\\nthat some should rise by ruining others; but all\\nwere intended to journey through life mutually pro-\\ntected, encouraged, and strengthened. Iron sharp-\\neneth iron so a man sharpeneth the countenance\\nof his friend.\\nThe desire of emulation is a part of our nature.\\nIt was designed as an incentive to that which is\\ngood. The teacher can thus use it.\\nEmulation can be made a powerful means of securing\\nadvancement in learning. If it. be admitted that one\\nperson may measure his strength against another s,\\nwhile both are in the pursuit of some object, that\\ntwo pupils while studying their lessons may see\\n14*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0171.jp2"}, "170": {"fulltext": "144 THE EMPLOYMENTS OF THE SCHOOL.\\nwhich of them can perform the work most speedily,\\nthen, free from any moral objection, the teacher will\\nhave placed in his hands a powerful means of secur-\\ning progress in study. He can stir up by it not only\\nindividuals, but classes and the whole school. Few\\nwill be found so indifferent or dull that they cannot\\nbe made to feel its influence. My own success as a\\nschool-officer was largely attributable to the effort\\nmade to induce the teacher and pupils of one school\\nto equal those of another and to hold up to the\\npeople of some districts the bright example of others.\\nA teacher may use emulation where higher motives\\nwould prove unavailing. Many who would not ap-\\npreciate the worth of learning can be moved by the\\ndesire of doing better than those with whom they\\nmay be matched.\\nEmulation can be used to give culture to character.\\nIf well guarded, emulation among pupils will make\\nthem more manly, more generous, and more brave.\\nIt will teach them to form more just estimates of\\ntheir own powers and the powers of others. It\\noften furnishes a cure for selfishness, and gives\\nstrength to the will. It can be used to give culture\\nto that radical disposition of the spirit which is\\ntermed character.\\nI know that the general estimate of the value of\\nemulation as an incentive to study differs from that\\njust stated but, before an objector decide that mine\\nis erroneous, I would like to have him join a well-\\nregulated cricket or base-ball club composed of\\nstudents, play with them for six months, and closely\\nobserve the moral effect. There may be games in\\nMathematics, in the Sciences, in Language and,", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0172.jp2"}, "171": {"fulltext": "STUDY. 145\\naccording to my observation, all may be made highly\\nbeneficial even in a moral sense. Emulation, how-\\never, like sharp tools, requires skilful handling. It\\nmay do much good or great harm.\\nFear of Punishment. The fear of punishment is\\nnot anywhere the highest incentive to the perform-\\nance of duty but everywhere there seems to be a\\nnecessity for its use. The Creator in His moral\\ngovernment holds out the strongest inducements to\\nwell-doing but, when His laws are broken, He\\nstrives to bring the offenders back to obedience by\\npunishments, mild or severe, according to the nature\\nof the offence. The authorities of a State find it\\npolitic to inflict fines, imprisonment, and death,\\nupon criminals. True, an individual who obeys the\\nlaws of God or the laws of a State merely because\\nhe fears the punishment that will be inflicted upon\\nthe disobedient, is not acting in a manner worthy\\nof a man or a citizen but each one must do his\\nduty, if not from love, then by force.\\nThese principles apply to the use of the fear of\\npunishment as an incentive to study. Pains should\\nnot be spared, nor should patience be exhausted, in\\nthe effort to induce pupils to study from higher and\\nbetter motives but such motives cannot always be\\nmade at once effective, and in the mean time lessons\\nmust be learned. The idle must first be made to\\nwork from some motive, and afterwards their motives\\ncan be elevated. Pearls are not appreciated by\\nswine now any better than they were when Christ\\npreached in Judea, more than eighteen hundred\\nyears ago. For these reasons, I think, the fear of", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0173.jp2"}, "172": {"fulltext": "146 THE EMPLOYMENTS OF THE SCHOOL.\\npunishment may sometimes be used as an incentive\\nto study.\\nLessons learned, however, because punishment is\\nfeared, are much less valuable to the learner than\\nif he learned them from a better motive, as they do\\nnot in such cases promote healthy mental growth\\nbut they are better than no lessons, and the teacher\\nmay choose the least of two necessary evils. The\\nmistake which is apt to be made by the teacher is to\\ncontinue the use of the fear of punishment as an\\nincentive to study long after he should have dis-\\nplaced it by bringing into requisition higher motives.\\nMoral culture is a growth as well as intellectual and\\nif the teacher must begin his work with motives\\naddressed to the animal nature, he can only safely\\nend it when the actuating principles are worthy a\\nbeing created in the image of God.\\nThe punishments inflicted for badly-prepared les-\\nsons, it may be well to add, should not be arbitrary\\nin their character. Corporeal punishments of any\\nkind should never be used for this purpose. The\\npunishment should follow the offence as effect fol-\\nlows cause, and be naturally connected with it. It\\nis best that the pupil should fear the punishment as\\nthe result of his own folly, and not as the arbitrary\\ninfliction of the teacher. For example, badly-pre-\\npared lessons might be relearned at recess or noon-\\ntime. If this were a general rule, the pupils, fearing\\nthe loss of the privilege of play, would study more\\ndiligently, until, perhaps, they might acquire the\\nhabit or the taste for study, when the influence of\\nfear would be no longer needed to secure diligence.\\nBesides, the loss of the teacher s approbation, the", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0174.jp2"}, "173": {"fulltext": "STUDY. 147\\nforfeiture of the good opinion of the class, the less-\\nening of their own self-respect, the mortification\\nwhich arises from a failure to perform what others\\naccomplish, the rebukes of conscience for neglect\\nof duty, are natural punishments which are wisely\\nadapted to correct the careless habits of study into\\nwhich pupils may have fallen.\\nShame. Shame is that feeling which arises from\\na consciousness of having done something wrong\\nor degrading. Remorse is the reproach of con-\\nscience for wrong-doing; shame is the sense of\\npersonal degradation. All right-meaning persons\\nexperience shame when they have yielded to temp-\\ntation or failed to perform some duty. Little well-\\nfounded hope can be entertained of one who is\\ndead to shame. There are higher motives by\\nwhich to prompt idle pupils to the performance of\\nduty than the sense of shame but the uprising of\\nthis feeling is one of the ways in which our nature\\nreacts against a course of conduct that is unworthy\\nof us.\\nA pupil may feel ashamed when he has suffered\\nhis time to pass unimproved, when his lessons have\\nbeen badly prepared and he may be induced thereby\\nto abandon idle habits and engage in a manly per-\\nformance of his duty. Operating in this way, the\\nsense of shame is a proper incentive to study. The\\nteacher may deepen a delinquent pupil s feeling of\\nshame by reminding him of his duty, and by making\\nhim sensible of his abuse of privileges but the\\nfeeling should be suffered to arise of itself. An\\nattempt to degrade a pupil in the presence of others\\nto make him feel little and unworthy is many", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0175.jp2"}, "174": {"fulltext": "148 THE EMPLOYMENTS OF THE SCHOOL.\\ntimes to do him more harm than good. It is quite\\neasy for a blundering operator to blunt a pupil s\\nsense of shame instead of quickening it.\\nBut few circumstances will justify a teacher in\\nmaking a public exposure of a pupil s delinquencies\\nand none can ever justify his holding him up to\\npublic shame. The faults of pupils are seldom so\\ngrave in their nature as to call for the use of means\\nfor correcting them that may induce the erring\\nones to shun the teacher s counsel and his presence\\nand seek the society of the vicious. The loss of\\nself-respect in boys and girls, as well as in men and\\nwomen, renders their reform hopeless. This loss is\\nsuffered by those whose faults are unduly exposed,\\nor whose sense of shame is trifled with.\\nRidicule. Life has its ludicrous as well as its\\nweak side. Men sometimes deserve to be laughed\\nat as well as to be pitied. Democritus and Heraclitus\\nwere both right. Ridicule may be used with good\\neffect in rebuking the vices and follies of man-\\nkind.\\nDoubtless, the mistakes of ignorant pupils are\\noften very ridiculous. Shall the teacher ridicule\\nthem, or permit others to do so, for the purpose of\\ninducing the necessary effort to avoid such mistakes\\nIt is impossible at such times always to avoid\\na laugh; but I have never seen any good arise\\nfrom the teacher s attempt to excite one. As with\\nrespect to the sense of shame; for a teacher to\\nexpose a pupil to public ridicule to point the finger\\nof scorn at him himself, or to suffer others to do it\\nis, in a vast majority of cases, to injure him rather\\nthan to correct his faults. Still, in private, and,", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0176.jp2"}, "175": {"fulltext": "STUDY. 149\\nmuch more seldom, before the school, the lazy and\\nthe careless may be made more sensible of their\\nduties by hearing the faults into which they have\\nfallen, or the follies in which they have engaged,\\nexposed to ridicule and circumstances may even\\njustify the application of its lash to the bare back\\nof some reckless spendthrift of money, time, talent,\\nor privileges. As, however, there are so many\\nhigher incentives to study than ridicule, my advice\\nto teachers is that they be sparing in its use, for it\\nofttimes wounds instead of heals.\\n2d. Proper Incentives to Study. Chief among the\\nincentives to study which are always deemed proper,\\nare the following\\nThe Approbation of the Teacher.\\nThe Approbation of the Parents and Friends of the\\nPupil.\\nThe Approbation of Society.\\nThe Attainment of an honorable Position in the School,\\nThe Pleasure of overcoming Difficulties.\\nThe Gratification of Curiosity.\\nThe Desire of Knowledge.\\nThe Hope of Success in Life.\\nThe Enjoyment of purer ideal Creations.\\nThe Duty of Self- Perfection.\\nThe Satisfaction of doing Right.\\nThe Prospect of Heavenly Reward.\\nSome of these incentives may include others; but\\nI have thought that the force of the whole is better\\nexpressed arranged as they stand. A few remarks\\nwill be made with respect to each.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0177.jp2"}, "176": {"fulltext": "150 THE EMPLOYMENTS OF THE SCHOOL.\\nThe Approbation of the Teacher. A teacher who\\ndoes not enjoy the respect and love of his pupils\\ncan never teach them well. He may till the soil of\\nthe mind skilfully, bat the seed he scatters will have\\nno healthy germination.\\nThe approbation of a teacher who enjoys the\\nrespect and love of his pupils is a strong incentive\\nto them to study. Such pupils will often study day\\nand night sacrifice comfort and health to please a\\nteacher. What teacher has not seen every feature\\nof his pupils countenances marked with pleasure\\nhas not known that every fibre of their being vibrated\\nwith delight when kind words of approval cheered\\ntheir triumph over some difficulty\\nWhat we do is rendered comparatively easy if\\nwe are sure that it will be appreciated. A farmer\\nwalked through his field where some laborers were\\nmowing. This is fine mowing, saidhe, the best\\nI have ever seen. The laborers smiled, looked at\\none another, and worked away with a will that\\nseemed to say, We can do it better still. This\\nis human nature and the teacher will find human\\nnature in the school-room.\\nIf a teacher desire to have his pupils do much\\nwork and do it well, he must observe what they\\nhave done, and let them see that he appreciates\\nmerit. A teacher who is never pleased with any\\nthing, who never gives an approving smile or utters\\nan encouraging word, need not expect to have dili-\\ngent pupils. Some teachers suffer themselves to\\nfall into the habit of finding fault with every thing\\nthat does not please them, and of seeming scarcely\\nsatisfied with any thing but the inevitable fruit of", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0178.jp2"}, "177": {"fulltext": "STUDY. 151\\nsuch a course of conduct is unwilling pupils and\\nlittle work. A teacher should commend where he can,\\nand find fault only when he must. Honest effort\\nshould be encouraged. Kind words, smiles, nods of\\napproval, attentions shown, and privileges granted,\\nshould reward the student for work well done. A\\nteacher who enjoys the confidence and good will of\\nhis pupils, and who knows how to bestow com-\\nmendation aud when to withhold it, is in the pos-\\nsession of a power which may be made a strong\\nincentive to study.\\nIt is not meant, of course, that indiscriminate\\npraise should be given. The teacher must choose\\na right time, a fit place, and a proper manner for\\nperforming this delicate duty. No pupil should be\\npraised who does not deserve it; nor should a\\nteacher praise every deserving act, as if his appro-\\nbation was the only reward for it. There is perhaps\\nas much danger in praising pupils too much as in\\npraising them too little but, in practice, every\\nteacher must be guided by his own judgment.\\nThe Ajiprobation of the Parents and Friends of the\\nPupils. When home and social influences are of\\nthe right kind, the approbation of the parents and\\nfriends of the pupils is a very strong incentive to\\nstudy, and the teacher may safely appeal to it. Even\\nwhen parents are indifferent about their own mental\\nand moral improvement, they will nearly always\\nsanction any judicious measures a teacher may adopt\\nfor the mental and moral improvement of their\\nchildren. It is many times unsafe for a teacher to\\nrefer to a parent s example but it is hardly ever\\ninjudicious for him to strengthen his cause by citing\\n15", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0179.jp2"}, "178": {"fulltext": "152 THE EMPLOYMENTS OF THE SCHOOL.\\na parent s opinion. There are very few parenta\\nwho do not desire their children to learn when they\\nsend them to school, and very few children who do\\nnot have some regard for their parents wishes; and\\nthese facts may be taken advantage of in enforcing\\nthe duty of study. Pupils may be urged to prepare\\nfor an expected visit of parents and friends, or for\\nan examination before them. They will desire their\\nteachers and schoolmates to speak well of them before\\nthese parents and friends, and they will themselves be\\nglad to carry home the news of their progress, and\\nthus exchange good lessons for encouraging words\\nand approving smiles. Happy the circumstances of\\nthat school where the teacher and the relatives and\\nfriends of the pupils are equally intelligent, and\\nwhere all co-operate in the work of instruction\\nThe Approbation of Society. Students have not\\nalways received the approbation of society. In\\npast times, some learned men were thought by their\\ncotemporaries to have dealings with the Evil One,\\nand others were compelled to suffer imprisonment\\nand death, because they cast their pearls of know-\\nledge before swine, who trampled them under their\\nfeet and turned to rend their best benefactors.\\nBut at the present time, in every intelligent com-\\nmunity, the scholar is respected. His advice is\\nsought, and his scholarship is a passport to social\\nhonors. Indeed, the scholar now ennobles the place\\nof his birth, the house in which he lived becomes\\nalmost sacred, and pilgrims from distant lands go\\nsadly to gaze upon his grave.\\nThe hard-working pupils in our Common Schools\\nare not unhonored in their neighborhoods. The", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0180.jp2"}, "179": {"fulltext": "STUDY. 153\\npeople are proud of them. They mark them out\\nfor future honors.\\nThis approbation of society this reputation for\\nscholarship may be lawfully sought by students\\nand let no one blame them if sometimes, among\\nhigher incentives to study, they permit dreams of\\nsuch honors to cheer their rugged pathway.\\nThe Attainment of an honorable Position in the School.\\nAll schools have their positions of honor. These\\nmay be exhibited by a place in a class, by marks on\\na roll of merit, or by the silent suffrages of school-\\nmates and their attainment is to the ambitious a\\npowerful incentive to study. It is almost worth a\\nfortune to a man to enjoy the reputation of having\\nbeen the best scholar in a good school and to gra-\\nduate with the first honor in a class at college is\\nconsidered one of the greatest triumphs of life.\\nxTor are such motives unworthy ones.\\nIt is true that but few can expect to occupy the\\nhighest positions in a school but all good students\\ncan reach honorable positions, and these, under the\\njudicious management of a skilful teacher, a large\\nmajority will strive to attain.\\nThe attainment of an honorable position as an in-\\ncentive to study is particularly strong in schools\\nwhere both sexes are educated together. The mem-\\nbers of one sex always have more regard for the\\nopinions of persons of the opposite sex than of\\nthose belonging to their own.\\nThe Pleasure of overcoming Difficulties. There is\\nreal pleasure arising from the doing of hard things.\\nBoys will lift, and jump, and run, and climb, when\\nno one sees them, and for no other purpose save", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0181.jp2"}, "180": {"fulltext": "154 THE EMPLOYMENTS OF THE SCHOOL.\\nthat of testing their strength. They will work out\\npuzzles, solve problems, and engage in other feats\\nof mental gymnastics, merely for the enjoyment\\nwhich comes from difficulties encountered and over-\\ncome. A vast amount of hard mental and physical\\neffort is expended every day with no end in view\\nbut that of doing difficult things. It is one of the\\nways nature uses to secure that toughening of muscle\\nand that discipline of mind which the world needs\\nto manage its affairs.\\nThe biography of Dr. Kane furnishes a good\\nexample in illustration of the principle just stated.\\nConnected with the house of Dr. Kane s father\\nthere was a chimney of considerable height above\\nthe roof. The difficulty of ascending it on the out-\\nside often formed the subject of the thoughts of\\nyoung Kane as he gazed up at it. It was a temp-\\ntation he could not resist, and he resolved to scale\\nthe chimney. In order to avoid the opposition of\\nfather and mother, the hour of midnight, when all\\nwere asleep, was chosen. With his brother, whose\\nsympathy in his undertaking he enjoyed, to assist,\\nhe mounted the roof, and, after repeated trials, suc-\\nceeded in throwing a stone, with a rope attached,\\ninto the open top of the chimney. The rope being\\nmade fast below, and his brother holding on to the\\nother end, the fearless boy began the ascent. Hand\\nover hand he mounts upwards, reaches the top, and,\\nby great exertion, succeeds in seating himself upon\\nit; and the future hero who is destined to explore\\nthe frozen regions of the polar sea and brave all its\\ndangers thus triumphs over a difficulty that seemed\\nto challenge his youthful powers. The descent was", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0182.jp2"}, "181": {"fulltext": "STUDY. 155\\nquickly performed, the rope was hidden away, and\\nthe daring boy retired to sleep satisfied.\\nScience in all its departments presents hard pro-\\nblems and difficult questions. Let the teacher bring\\nthem to the attention of his pupils in such a way\\nas to tempt them to test their strength. Let him\\nteach them to make long, hearty efforts, to pull,\\nand tug, and twist, until the work is done. Brave\\nstudents like to do hard things; and, as they find\\nhard things in science, they are often induced to\\nstudy in order that they may enjoy the pleasure of\\novercoming difficulties.\\nThe Gratification of Curiosity. Admiratio est semen\\nsapiential says Bacon; and Hamilton has a similar\\nsentiment, Wonder is the mother of Knowledge.\\nIt cannot be doubted that the impulse that prompts\\nthe young in their search for information is curiosity.\\nLong before they can appreciate the worth of know-\\nledge or desire to seek it for its own sake, their\\ncuriosity has led them to notice facts and pheno-\\nmena and to find out their relations and significance.\\n]STor is this feeling confined to children. Men evince\\nit in their travels into the unexplored regions of the\\nearth, and in their study of the mysteries which are\\nfound in all departments of nature.\\nKnowledge can be so imparted in school as to\\ngratif}^ the curiosity of the pupils. Something new\\nand novel may be taught them every day. They\\ncan be constantly delighted with a revelation of the\\nwonders of the air, the earth, and the heavens.\\nStudy thus conducted would be like travelling in an\\nunknown land, where every hour brings into view\\nscenes new, and strange, and interesting. It is to\\n15*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0183.jp2"}, "182": {"fulltext": "156 THE EMPLOYMENTS OF THE SCHOOL.\\nbe feared, however, that our dull methods of teach-\\ning often tend to repress the curiosity of the young\\ninstead of seeking to gratify it. Children many\\ntimes find that hook-learning is not the same as\\nwhat they so readily learned in field, wood, and\\nstream, as what nature taught them, and so be-\\ncome disgusted with study.\\nA teacher should always have in view the gratifi-\\ncation of the curiosity of his pupils. Study to the\\nyounger pupils should be like turning over the\\nleaves of a picture-book, like opening drawer after\\ndrawer of curiosities, like exhibiting ever-changing\\nshop-windows, like looking at successive cases of\\nobjects in a museum, like witnessing the shifting\\nscenes of a drama or a panorama. To the older, the\\nobjects of study may change less frequently, color\\nand form may excite less interest but there should\\nbe a continual unfolding of new order, new beauty,\\nnew laws, and more wonderful facts, to give attrac-\\ntion to it.\\nThe Desire of Knowledge. The d esire of knowledge\\nis one of the noblest incentives to study. In using\\nit, no caution is necessary. A pupil who craves\\nknowledge for its own sake will find a prize in\\nevery truth learned. He will not need the spur of\\nposition or emulation to prompt him to exertion,\\nand fear of punishment, shame and ridicule, are\\nfor influencing other natures than his. Even the\\napprobation of teachers, friends, and society is\\nenjoyed by him more as the reward of his efforts\\nthan as the end for which his learning was sought.\\nThe desire of knowledge is not created by artifi-\\ncial means, but is innate. God made the world and", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0184.jp2"}, "183": {"fulltext": "STUDY. 157\\nstored it with things to be known, and implanted\\nin the bosom of man, for whom the world was\\ndesigned, the desire to know them. Engaged in\\ntrade and traffic, many come to set no store upon\\nthat knowledge which cannot be valued in dollars\\nand cents but it would be well for such persons\\nto remember that things of greatest value cannot\\nbe bought and sold, and that God would not create\\nwhat is unworthy of our study.\\nSimply to possess knowledge gives pleasure. The\\nmental appetite is thus satisfied. A true philosopher\\nis a lover of wisdom, not for its practical uses, but\\nfor its intrinsic worth. The richest fruits of science\\nare the results of the desire of knowledge.\\nTeachers will find this desire of knowledge among-\\ntheir pupils, in some, weak, in others, stronger; but\\nin the majority, it can be made a powerful incentive\\nto study. At first their curiosity must be gratified,\\nas previously shown; but, finally, they should be\\nmade lovers of truth. This done, earth has few em-\\nployments that can furnish the same degree of pure\\nhappiness as study.\\nThe Hope of Success in Life. Men who are rightly\\neducated succeed best in business. Education is\\nuseful even in the common affairs of life. Learn-\\ning not merely a smattering of Arithmetic, Gram-\\nmar, and Book-Keeping, but liberal learning is an\\nadvantage to mechanics, farmers, and merchants, as\\nwell as to lawyers, doctors, and clergymen. If\\nmaking money were the chief end of life, the edu-\\ncated man would enjoy many chances not open to\\nthe ignorant. A teacher will do well to show his", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0185.jp2"}, "184": {"fulltext": "158 THE EMPLOYMENTS OF THE SCHOOL.\\npupils the relation of the branches they study to\\nthe practical affairs of society.\\nThere is such a thing as true honor. What is\\ncalled honor may be mere tinsel; but there is real\\nrespect due to work, and all men may lawfully strive\\nto deserve it. An educated man, other things being\\nequal, can accomplish more for society, is more de-\\nserving of respect, and more likely to be honored,\\nthan one who has been denied the privileges of an\\neducation.\\nReputation is not always a bauble. A good name\\nis a treasure not to be lightly esteemed. It is better\\nthan riches. Ignorant men have few opportunities\\nto acquire a reputation. Their sphere in life is cir-\\ncumscribed. They move on a low plane. ~Not all\\nso-called educated men have a desirable reputation\\nbut the names of the great benefactors of mankind\\nm the past and in the present are those of educated\\nmen.\\nMen are unworthy of place and power when they\\nhold them unworthily but society has positions\\nwhich are more responsible and which require\\ngreater ability in the occupants than others. They\\nare found both in Church and State, and in the affairs\\nof general society. It is not unworthy any man to\\naspire to fill such positions. They will be filled by\\nsomebody. The office should seek the man; but\\nno man will be sought unless he is supposed to be\\nqualified, and qualified he can hardly be without an\\neducation, either obtained by self-exertion or by the\\naid of teachers.\\nThus it appears that success in life, whether it\\nconsists in doing work for society, or in gaining", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0186.jp2"}, "185": {"fulltext": "STUDY. 159\\nhonor, reputation, place, or power, depends very\\nmuch upon education and this may be made an\\nincentive to study. Educated men must make the\\nlaws of a State, and govern it must study science,\\nand apply its principles must write hooks, invent\\nmachinery, command armies, lead reformations,\\nhead expeditions, and marshal the general affairs of\\nsociety. The ignorant occupy the rear in the on-\\nward march of human progress, and educated men\\nlead the van. These facts are so open to observa-\\ntion that they can easily be made to exert their due\\ninfluence in inciting pupils to study. Indeed, with\\nsome pupils such influences have rather to be weak-\\nened than strengthened; for harm may be done by\\ninculcating the opinion among them that all are\\none day to become Governors or Presidents, Bacons\\nor Humboldts.\\nThe Enjoyment of purer ideal Creations. God is\\ntruth, and He has embodied this attribute of His\\nnature in His creation. All science consists of\\ntruths discovered by men, and arranged into systems.\\nEverywhere other truths await their interpreter.\\nThe sum of all the truths known, and all the truths\\npossible, constitutes truth, and above all is the ideal\\nstandard by which truth is measured, The True.\\nGod is beauty, and He has made His creation\\nafter patterns of the beautiful in His own mind.\\nHow richly is beauty painted on the leaves of trees,\\non the petals of flowers, on the plumage of birds,\\nin the ever- varying tints of water, and upon the blue\\nsky How .magnificently it is impressed upon\\nnature s sculptured forms, from the tiny blade of\\ngrass up to the grand dome of Heaven How", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0187.jp2"}, "186": {"fulltext": "160 THE EMPLOYMENTS OF THE SCHOOL.\\nsweetly it is sung in rippling waters, in sighing\\nwinds, in the warbling of birds, and in the infant s\\nprattle Painter, Sculptor, Poet, catch glimpses of\\nthis beauty, and would fain express it on canvas,\\nchisel it in stone, or hymn it forth in Poetry or\\nMusic. Higher than all this beauty is the ideal\\nconception that comprehends all possible beauty,\\nThe Beautiful.\\nGod is good, and all created things proclaim aloud\\nthat goodness. It is written upon the dry land, it\\nis echoed forth in the voices of the waters, it is\\nwhispered by the winds, it shines from the heavens,\\nthe tall forests and the ripening grain nod their\\nassent to it, and man finds it revealed in his own\\nspirit. And God saw everything he had made:\\nand behold it was very good. Beyond all that is\\ngood is that noblest ideal creation of the human\\nmind, The Good.\\nThese pure ideal conceptions, The True, The\\nBeautiful, and The Good, cannot be found in a mind\\ndarkened by ignorance. To fully realize the plea-\\nsure which may be derived from contemplating\\nthem, culture is necessary; and there can be few\\nnobler incentives to study.\\nThe powers in which our purest ideals originate are\\nsusceptible of improvement. There are those who\\nhaving eyes see not, and having minds know not, the\\ntruth, beauty, and goodness that exist all about\\nthem. Ignorance shuts up the senses, and deadens\\nthe soul to their influence. Let the young mind\\nonce taste of the pure pleasure whioh ravishes the\\nsoul while dwelling in this ideal world, let the young\\nheart once love The True, The Beautiful, and The", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0188.jp2"}, "187": {"fulltext": "STUDY. 161\\nGood, and all that exemplifies them, and the labor\\nof study will become light.\\nScatter diligently in susceptible minds\\nThe germs of the good and the beautiful!\\nThey will develop there to trees, bud, bloom,\\nAnd bear the golden fruits of Paradise.\\nThe Duty of Self- Perfection. The highest type of\\na man is one who is educated physically, intellect-\\nually, and morally, whose whole nature has re-\\nceived due culture. He who possesses all good\\ntraits of character in the highest perfection, and has\\nno bad ones, is a model man. After such a man,\\nideal or real, we may pattern.\\nThe great purpose of this life is self-perfection.\\nOur duty in this respect is written in unmistakable\\ncharacters upon our own constitutions. The Bible\\ninjunction is, Be ye perfect. And for this end\\nwe have constantly before us an example in the\\nbeautiful life of Christ.\\nPupils should be made to feel the duty of self-\\nperfection. They should be taught the high pur-\\npose of life, the dignity of the human character, the\\nworth of the soul and they will learn to appreciate\\nthe value of growth in knowledge and virtue, and\\nto make the necessary efforts to attain it for them-\\nselves.\\nThe Satisfaction of doing Right. To become more\\nexcellent is to exercise the highest prerogative of\\nour nature; and none can doubt that man rises\\nin the scale of being in proportion as he increases\\n-his knowledge of God and the works of His hand.\\nThe man of science knows that he is making a\\nproper use of his talents when he studies plants and", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0189.jp2"}, "188": {"fulltext": "162 THE EMPLOYMENTS OF THE SCHOOL.\\nanimals, the constitution of air and water, the struc-\\nture of the earth, the places of the stars, and the\\nmysteries of his own body and mind. For such\\npurposes his powers of intellect were given, and he\\nfeels that God will smile upon such a use of them.\\nIt is right to study, because many things surround\\nus that are worthy of it; because Wisdom is more\\nprecious than rabies; because the acquisition of\\nknowledge ennobles and elevates the mind; because\\nour mental faculties can only be strengthened by\\nexercising them, and we would be false to ourselves,\\nto our fellow-men, and to God, who intrusted their\\ncare to us, if we neglect their culture and because\\nknowledge is profitable in the affairs of life and\\nprofitable in fitting us for the enjoyments of Heaven.\\n~No effort is too great on the teacher s part to\\nmake his pupils feel that theirs is not a work that\\ncan be neglected, but that, on the contrary, it is\\ntheir sacred duty to become educated. There is\\nwanted sadly more religion in education, and, per-\\nhaps, more of the philosophy of education applied\\nin religious teaching. Both education and religion\\nare developing processes, both find something in-\\nnate in the human soul which can be cultured, and\\nboth by different means attempt to impart that cul-\\nture. It is man s duty to be religious, it is his duty\\nto educate himself; and to be rightly engaged in the\\npursuit of either, brings with it a complacent spirit\\nand a satisfied conscience.\\nThe Prospect of Heavenly Reward. If all know-\\nledge perished with the grave, if no hope could be\\nentertained that strength of mind gained here will\\nbe strength gained permanently, one of the principal", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0190.jp2"}, "189": {"fulltext": "STUDY. 163\\nincentives to study would be taken away. This is\\nnot the proper place to present the reasons upon which\\nrest our hopes of retaining our mental strength\\nand much of our knowledge in that state of immor-\\ntality upon which we enter after death hut it may\\nbe said that if there were no other reason we would\\nrequire all that strength and that knowledge simply\\nto understand the justice of our reward or punish-\\nment; for Here we see through a glass darkly, but\\nthere face to face.\\nBut, whether the proposition that we retain the\\nknowledge acquired here in the world beyond the\\ngrave is capable of demonstration or otherwise, we\\nbelieve it and could that faith be stricken from the\\nhuman heart, it would palsy all educational effort,\\nand eclipse the brightest hopes of the Christian\\nstudent.\\n3. The Modes of Study. Something must be\\nsaid in this connection upon modes of study but\\nthe design of the present book precludes a full dis-\\ncussion of the subject.\\nWe may study to find out. something new, and\\nwe may study to acquaint ourselves with what is\\nalready known. The product attained by the first\\nkind of study may be called original knowledge; and\\nthat by the second, scholastic knowledge; and, as the\\nprocesses of attaining these two kinds of knowledge\\nare somewhat different, we may consider\\n1st. Modes of Study in the Attainment of Original\\nKnowledge.\\n2d. Modes of Study in the Attainment of Scholastic\\nKnowledge.\\n15", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0191.jp2"}, "190": {"fulltext": "164 THE EMPLOYMENTS OF THE SCHOOL\\n1st. Modes of Study in the Attainment of Original\\nKnowledge. Original knowledge is of two kinds,\\nempirical and pure. It is empirical when derived\\nfrom experience, and pure when it results from\\nintuitions of the reason. Some rules will be given\\nto guide the student in his search for each kind\\nof knowledge.\\nWith regard to the attainment of empirical know-\\nledge, the following rules are proposed to the stu-\\ndent\\nHe should set before himself a definite object. Nothing\\nin nature is devoid of interest; but if one under-\\ntake to study every thing he comes in contact with,\\nhe can never make much progress, and the know-\\nledge he does obtain can never be arranged into a\\ncompact system. A student who would make suc-\\ncessful original investigations must select a definite\\nobject of pursuit and pursue it indefatigably.\\nHe must carefully observe facts. This is the great\\nrule to which is owing the rapid growth of modern\\nscience. All safe theories must rest upon the basis\\nof ascertained facts and these facts must be ob-\\nserved carefully, patiently, and with an unbiassed\\njudgment. ISTo other key will unlock the secret\\ntreasures of nature.\\nHis observations must be correctly recorded. An ob-\\nserved fact may not be used for a scientific purpose\\nuntil years after the observation was made, or by\\nthe one who made it and hence the necessity for\\na correct record. Much has been lost to science by\\na neglect of this rule, and many a man has found\\nthe labor of years thrown away by failing to make\\na record of his observations sufficiently exact.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0192.jp2"}, "191": {"fulltext": "STUDY. 165\\nEach fact must be closely examined and critically dis-\\ncriminated from other facts. Without an observance\\nof this rule, the essential and inherent properties of\\nthings cannot be ascertained, nor can the first step\\nbe taken towards making a systematic arrangement\\nof them.\\nAll facts must be accurately classified. Classification\\nis the handmaid of Science in all her departments.\\nFacts isolated and scattered have comparatively little\\nscientific value but accurate classification helps the\\nmemory to retain a knowledge of them, and leads\\nthe way to the induction of the laws by which they\\nare bound together.\\nGeneralizations must be faithfully made. Generaliza-\\ntion is the crowning work of empirical science. It\\nshould never be done in haste, nor until sufficient\\ndata are at command to warrant it. Inconsiderate\\ngeneralizations have been the bane of science.\\nHidden errors are prone to mislead at every step,\\nand constant vigilance is required to guard against\\nthem.\\nAnticipations of nature s truths should be cautiously\\nindulged in. By the anticipations of nature s truths\\nis meant the forming of theories before ascertaining\\nthe facts for which they are designed to account,\\nspeculation. A philosopher who has carefully studied\\nthe economy of nature, who has patiently made his\\nway up from facts to principles, whose mind has\\ncaught glimpses of God s plan in His creation, may,\\nfrom his stand-point, directly discern a truth or a\\nlaw from its accordance with the general plan but-\\none of the great lessons of history is to teach caution\\nin this respect.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0193.jp2"}, "192": {"fulltext": "166 THE EMPLOYMENTS OF THE SCHOOL.\\nWith regard to the attainment of pure knowledge,\\na few rules will also be stated, as follows\\nLearn to distinguish necessary and universal truths\\nfrom those which are contingent When deeply in-\\nvestigated, it will be found that even the Inductive\\nSciences rest upon a basis below their basis of\\nfacts of necessary and universal truths. If this be\\ndoubted, it is certain that such truths underlie all\\nthe Mathematical and Metaphysical Sciences. As\\na first step, then, in the attainment of pure know-\\nledge, the truths of which it is composed, or from\\nwhich it is deduced, must be distinguished from\\nother truths. The question, What is an axiom\\nprecedes that as to whether a particular proposi-\\ntion is an axiom, and, indeed, must be answered\\nbefore any sure progress can be made in the attain-\\nment of original knowledge with respect to the\\npure sciences.\\nFind the necessary and universal truths upon which is\\nfounded the particular subject wider consideration. A\\ndefinite object is as necessary to success in the ac-\\nquisition of pure as of empirical knowledge. Having\\nchosen a subject for investigation, the axioms must\\nbe found out of which the particular truths sought\\nfor can be evolved. For example, the science of\\n^Esthetics is founded upon the idea of the beauti-\\nful and if any one desires to add to what is known\\non this subject, he must commence by acquainting\\nhimself with all the axioms which relate to the\\nbeautiful.\\nDemonstrate the particidar truths which are contained\\nin axioms. This is the principal field in which those\\nlabor who seek pure knowledge. Having found", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0194.jp2"}, "193": {"fulltext": "STUDY. 167\\nthe axioms which relate to such ideas as those of\\nlime, space, truth, beauty, and right, they proceed\\nto evolve from them, or find by their means, thp\\nparticular truths of which the noblest of human\\nsciences are made up.\\n2d. Modes of Study in the Attainment of Scholastic\\nKnowledge, The object-matter of scholastic know-\\nLedge, as the student finds it, is contained in text-\\nhooks and oral discourses. Here, known facts and\\nprinciples relating to particular sciences are sepa-\\nrated from fche connections in which they were ori-\\nginally found, and presented in a form convenient\\nfor study. The method of studying what is already\\nknown may or may not bo the sumo, as that by\\nwhicji original investigations are made. A text-\\nbook on an empirical science, instead of proceeding\\nfrom facts to principles, may commence with prin-\\nciples and then prove or illustrate them by a state-\\nment of facts, and a text-book on ;i pure science\\nmay take, certain truths for granted and treat only\\nof their applications; both of which methods arc\\nimpossible, in the study of what is unknown.\\nAssuming the possession of properly arranged\\ntext-books, a tew directions for the study of them\\nwill be given to the student.\\nBegin at the \u00e2\u0080\u00a2proper place. A student studies a text-\\nbook- (he purpose of adding the knowledge it\\nmay contain to that which he already possesses.\\nTo do this effectually, he must begin at that pine*;\\nin the book at which his own knowledge ends. As\\na general rule, it is best to commence at the begin-\\nning, and then any thing unknown can be in vesti-\\nng", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0195.jp2"}, "194": {"fulltext": "168 THE EMPLOYMENTS OF THE SCHOOL.\\ngated, and all that is known can be rapidly passed\\nover.\\nTake up one thing at a time. Several studies of\\ndifferent kinds may be profitably pursued at the\\nsame time; but in the preparation of a particular\\nlesson it is best to take up one thing at a time.\\nThe whole lesson may be at first read over to as-\\ncertain its general scope but afterwards all the\\npowers of the mind should be concentrated upon\\neach part in succession. I am satisfied that many\\nstudents fail from want of attention to this point.\\nHurried, desultory study never yet made a scholar.\\nPursue a logical order. Even children exhibit a\\ntaste for related facts. Connected narratives are most\\npleasing to the young mind. And all sciences have\\na logical order. If such an order be followed in\\nstudy, progress will be more rapid, the subject will\\nbe better understood, and the knowledge acquired\\nwill be longer retained. The rule is a very im-\\nportant one.\\nComprehend every thing thoroughly. What is half\\nunderstood is worth little, either for discipline or for\\nuse. A student should be consent with nothing less\\nthan the complete mastery in all its parts of every\\nsubject he undertakes to study. Thoroughness in\\nstudy requires close attention to be paid, not only\\nto the thought, but to the language in which it is\\nexpressed. Great caution should be observed in\\ncoming to fixed conclusions upon controverted\\npoints. Prejudices should be guarded against, while\\nthe severest tests of truth should be applied.\\nFix what is learned in the mind. What is well\\nunderstood is not apt to be forgotten still, means", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0196.jp2"}, "195": {"fulltext": "STUDY. 169\\nshould be taken to prevent the loss of the fruit of\\nhard study. Knowledge is fixed in the mind by\\nrepetition and reviews, by connecting its parts\\ntogether by natural associations, and by making\\nfrequent applications of it.\\nAcquire the power of giving fit expression to what is\\nlearned. Light hid under a bushel is of little benefit;\\nand, if otherwise, we are never quite sure we know\\na thing ourselves until we can explain it to an-\\nother.\\n4. The Characteristics of the Student. Study\\nhas its objects to be attained, its incentives to prompt\\nto their attainment, and its modes of attaining them\\nbut the student must possess certain personal cha-\\nracteristics, or the worth of these objects will not\\nbe properly appreciated, the force of these incen-\\ntives will not awaken the requisite energy to attain\\nthem, these modes of procedure will not be the\\nmost judicious.\\nSome of the most important of these characteris-\\ntics are the following\\n1st. Health.\\n2d. Natural Ability.\\n3d. Love of Learning.\\n4th. An elevated Ideal.\\n5th. Self-Peliance.\\n6th. Perseverance.\\n7th. The Power of Concentration.\\n8th. Enthusiasm.\\n9th. Patience.\\n10th. Humility.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0197.jp2"}, "196": {"fulltext": "170 THE EMPLOYMENTS OF THE SCHOOL.\\nHealth. Such is the intimate connection between\\nbody and mind, that the healthy condition of the\\nformer is necessary to the healthy activity of the\\nlatter. A sound mind can hardly exist in an un-\\nsound body. Health, therefore, is necessary to the\\nstudent; and he should be temperate in diet and\\nfree from bad habits he should enjoy the amount\\nof sleep nature requires, breathe pure air, and take\\nample exercise. An erroneous Mysticism taught\\nthat the good of the soul is consulted by the morti-\\nfication of the body the Epicureans, equally mis-\\ntaken, held that the highest good consists in sensual\\npleasures but a better-founded philosophy incul-\\ncates the doctrine that the body and soul belong to\\none being and are mutually dependent, and that the\\nhighest good of either can be attained only through\\nthe healthy condition of the other.\\nBodily health and bodily comfort are necessary\\nto the successful student, and he should be carefully\\nguarded from all influences that are calculated to\\ninterfere with them.\\nNatural Ability. There may be persons whom no\\neffort could make scholars but their numbers are\\nnot so great as is generally estimated. The public\\nhave not yet fully realized what may be accom-\\nplished educationally by a determined purpose and\\nskilfully applied labor but, when they do, it will be\\nfound that light may be made to find its way into\\nunderstandings whose darkness has seemed irreme-\\ndiable. Our institutions for feeble-minded children\\nhave shown that even idiots are capable of receiving\\nmuch instruction.\\nBut, while all minds admit some degree of edu-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0198.jp2"}, "197": {"fulltext": "STUDY. 171\\ncation, it is not to be expected that those who have\\nreceived one talent can so improve it as to be able\\nto place themselves on an intellectual equality with\\nthose who have improved their ten talents. At\\nleast fair natural ability is necessary to one who can\\nreasonably hope to attain eminence as a scholar.\\nLove of Learning. Natural talents will not alone\\nsuffice to make a scholar. These must be well\\nused; and no other impulse is strong enough to\\nprompt that use but a love of learning. Isocrates\\nhad written in golden letters over the entrance to\\nhis school this sentence: If thou love learning,\\nthou shalt attain to much learning. Without it,\\nno earnest, persistent, mind-invigorating efforts will\\nbe made to obtain knowledge. Without it, we may\\nbuild up in the mind a kind of educational super-\\nstructure but it is only a piece of mechanism, not\\na healthy growth. Without it, indeed, what know-\\nledge may be acquired lies cold in the understand-\\ning, and furnishes no nourishment to the soul.\\nAn elevated Ideal. The ideal of an artist must be\\nelevated in order to paint forms of beauty upon\\ncanvas or chisel them from marble so a student s\\nideal of the worth of knowledge and the dignity of\\ncultured human character must be elevated before\\nhe can do any thing effectually to attain that ideal\\nin himself. People become like the gods they\\nworship. If our ideals be pure, we will be pure.\\nOur thoughts lead captive our wills. With a low\\nideal of the purpose of life, a young man will read\\nbad books and seek bad society, and even tinge the\\npurest truth with the dark colors of his unchaste\\nimagination. With such an ideal, no man ever ac-", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0199.jp2"}, "198": {"fulltext": "172 THE EMPLOYMENTS OF THE SCHOOL.\\ncomplished any thing noble. ]^o such man ever left\\nbehind him a history that finds admirers among the\\ngood. Let all effort be made, then, to have students\\naim high, and pioneer their course through life with\\na lofty ideal of its true end. Set before their ima-\\nginations a model scholar, and it will be a constant\\nincentive to them to imitate his virtues.\\nSelf-reliance. A scholar was never made by de-\\npending upon others. Self-work is the necessary\\ncondition of self-advancement. Every time a pupil\\nreceives assistance which by his own exertions he\\ncould have dispensed with, he loses an opportunity\\nof strengthening himself: he does worse, for he\\nwill thus learn to depend upon others. One person\\nmight as well expect another to appease his hunger\\nby eating for him, as to enable him to think by\\ndoing his thinking. The tendency of our teaching\\nat this time is to explain, illustrate, and simplify too\\nmuch and thus we fail to inure our pupils to that\\nsturdy self-reliance which loves to test its strength\\nby striving to do hard things.\\nTeachers give too much help to their pupils but\\nprobably more harm is done by the help some pupils\\ngive to others. It is not uncommon to meet with\\nschools in which one-half of the pupils do nearly\\nall the thinking for the other half; and this is an\\nevil that requires great vigilance on the part of the\\nteacher to remedy. Keys to works on Mathema-\\ntics, and text-books in which the questions are all\\nanswered, are a nuisance in a school-room.\\nPerseverance. A student must not only rely upon\\nhimself to do his own work, but he must persevere\\nin the doing of it. Eo great undertaking can be", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0200.jp2"}, "199": {"fulltext": "STUDY. 173\\naccomplished without perseverance but all great\\nundertakings can be accomplished with it. All\\nhistory illustrates this truth.\\nIt is not an easy task to become learned. !N o\\nscholar was ever made except by long-continued and\\nearnest effort. Some may be endowed with natural\\ntalents superior to others, but still the maxim is true,\\nNo excellence without labor.\\nThe Power of Concentration. A general perseve-\\nrance in study even is not sufficient to make scholars.\\nThe student must have the power of mental concen-\\ntration. It is not uncommon to find men who study,\\nfor themselves, and study diligently, and yet who\\nnever attain a high position as scholars, for the\\nreason that they study every thing a little and nothing\\nmuch. The rays of the sun scattered all about the\\nsurface of an object will produce no marked effect;\\nbut bring them to a focus, and they may fuse or\\nburn it. It is so in study. A student to be suc-\\ncessful must have command of his powers. He\\nmust be able to concentrate them upon the subject\\nbefore t im and suffer nothing to divert his atten-\\ntion.\\nToo much value cannot be attached to system in\\nstudy: system in husbanding the mind s forces for\\nthe work; system in preparing the subject-matter\\nto be studied; system in arranging the circum-\\nstances under which the task is to be performed;\\nsystem in bringing to bear upon it the power of a\\nconcentrated mental energy.\\nEnthusiasm. The word student is derived from a\\nLatin root signifying zeal, earnestness.\\nAll great men are in their way enthusiasts.", "height": "3360", "width": "2041", "jp2-path": "schooleconomytre00wick_0201.jp2"}, "200": {"fulltext": "174 THE EMPLOYMENTS OF THE SCHOOL.\\nWithout it there would not be full devotion to a\\nwork. Columbus, Luther, Washington, would have\\naccomplished little without enthusiasm.\\nEnthusiasm is warmth of interest in an under-\\ntaking, and earnest desire to accomplish some\\nobject; and a student who is fired by enthusiasm\\nfinds his task easy and pleasant. He does not study\\nbecause he must. His recitations are not cold and\\nformal. Time never seems to hang heavy upon his\\nhands. Melancholy never broods over him, noi\\ndoes discontent disturb his meditations. He loves\\nhis work, and willingly devotes his time and strength\\nto its performance. Unexpected pleasures meet him\\nat every step. Paths that others have found toil-\\nsome, he pursues with delight. Everywhere he\\nfinds beautiful scenery, flowers to pluck, and birds\\nto cheer him with their music.\\nPatience. How few have schooled themselves to\\nbe patient when difficulties are encountered How\\nfew do their best, and are then content with the\\nfruit vouchsafed by Heaven How few have learned\\nto labor and to wait\\nSelf-reliance sometimes brings burdens that de-\\npendent shoulders will not bear; perseverance\\npledges the whole soul to the performance of a task\\nwhose difficulties will scarcely yield to the most\\npersistent efforts enthusiasm sends all the forces\\nof our nature out to the accomplishment of a work\\nwhich cannot be performed, and the heart is sad-\\ndened these are all occasions for the exercise of\\npatience. The student will need it every day. A\\nwant of success may disappoint, it must not dis-\\ncourage, him.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0202.jp2"}, "201": {"fulltext": "RECITATION. 175\\nHumility. Scholars have been accused of pride.\\nLearning is supposed by some to foster conceit and\\nhaughtiness. With respect to the truly learned,\\nthese opinions are always false. A proud and\\nhaughty spirit would never have patience to do the\\nwork of a student. He would try to reach the goal\\nof learning by some grand leap, and disdain the\\nslow and toilsome way by which alone it can be\\napproached. It follows that the true effect of\\nlearning is humility. With the lowly is wisdom.\\nNature never defers to her investigators. She never\\nwaits upon men and proffers her truths. They must\\nknock humbly at her door before she will open it\\nand reveal her secrets. She turns away her face\\nfrom those who deem themselves already wise.\\nNo one can be a student without comparing the\\nlittle that is known with the immensity of that which\\nis unknown. We are surrounded with mysteries.\\nBy the light of science we can travel a few steps in\\nall directions but beyond this all is profound dark-\\nness and, seeing it, we realize our own littleness,\\nand the greatness of the Infinite like Newton, we\\nbecome as children picking up pebbles along the\\nshore of an unexplored ocean.\\nH. Recitation. The recitation is the most deli-\\ncate part of the school-machinery. All else is but\\na preparation for it. A failure here is a failure\\neverywhere. The gift of governing well is an en-\\nviable one, but good order in a school is an end\\nsecondary to that of securing good recitations. No\\nteacher can make good scholars who does not\\nmanage the recitation skilfully. It is in this he will\\n17", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0203.jp2"}, "202": {"fulltext": "176 THE EMPLOYMENTS OF THE SCHOOL.\\nneed his greatest tact; for lie has much to lose or\\nmuch to gain. If he fail, he will have taught his\\npupils to hate school and study, will have paralyzed\\ntheir efforts to learn, and will have created habits\\nthat must continue to cripple their energies through\\nlife. If he succeed, he will have the proud satis-\\nfaction of seeing the budding faculties of the human\\nsoul bloom under the culture of his hands and\\nhappy hearts, made wiser and better, will thank him\\nfor his kindness and care.\\nWhat it is desirable to say concerning the recita-\\ntion may be embraced under the following heads\\n1. The Objects of the Recitation.\\n2. The Requisites of the Recitation.\\n3. The Methods of conducting the Recitation.\\n4. The Preparation for the Recitation.\\n1. The Objects of the Recitation. Little is ever\\naccomplished by persons who have no definite aim.\\nOne meets with poor success in attempting to catch\\nobjects in the dark. Hence it is well to determine\\nat once the chief objects of the recitation.\\n1st. It is an object of the recitation to enable the teacher\\nto estimate the daily progress of his pupils. If a lesson\\nbe assigned to a class of pupils, many of them will\\nwork hard to prepare it, and it is just that they\\nshould have credit for it from teacher and class-\\nmates some, it may be, will idle away their time,\\nand it is entirely proper that a public failure and\\nconsequent shame should follow. The prospect of\\nthe coming responsibilities of the recitation will tend\\nto induce pupils to make the necessary preparation", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0204.jp2"}, "203": {"fulltext": "RECITATION. 177\\nto meet them. At the recitation the teacher can\\nestimate the daily progress of his pupils and a\\nknowledge of this fact on the part of the pupils\\nmakes that daily progress more rapid.\\nBesides, the recitation enables the teacher to in-\\nspect his own and his pupils work, to measure the\\nintellectual growth of his pupils, to correct the\\nerrors into which they may have fallen, and to\\npresent judiciously matter for future lessons. The\\nmaster-workman frequently examines every part\\nof an edifice which he is engaged in erecting. The\\nhorticulturist watches daily the plants in his garden,\\nlest some thievish weed may rob them of nourish-\\nment or some hungry worm destroy their promised\\nfruitage. It is thus the teacher meets his class and\\ncares for it.\\n2d. It is an object of the recitation to enable the pupils\\nto tell ivhat tliey-know. All admit that it is an im-\\nportant thing to speak well, to possess the power\\nof making what we know available in words. It is\\neven doubtful whether we can be said fully to know\\na thing, until we can embody our thoughts of it in\\nthe form of words. Students in reciting frequently\\nrise, confident of their ability to answer a question,\\nbut find, when they come to state their knowledge\\nof it, that they cannot set forth their dim ideas in\\nthe clear light of words, and then realize that the\\nlanguage of a lesson must be studied, as well as the\\nmatter.\\nThe constant training of the recitation is neces-\\nsary to make clear, precise, strong speakers, speak-\\ners that exhaust a subject and reason logically about\\nit. Next to good thinkers, we want good talkers", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0205.jp2"}, "204": {"fulltext": "178 THE EMPLOYMENTS OF THE SCHOOL.\\nand the recitation furnishes one of the best oppor-\\ntunities of making them, opportunities that teachers\\nwho are awake to the best interests of their classes\\nwill not overlook. It is not enough for a pupil to\\nblunder out the answer to a question among many\\nthings that have no bearing upon the subject, and\\nsome that have no bearing on any subject; it is not\\nenough for the teacher to perceive, through the fog\\nof words, that the pupil has the right idea but the\\nthought should be stated in appropriate language.\\nHe who studies by himself may become a good\\nscholar, but his progress will be less rapid, his\\nknowledge less general and thorough, and much\\nless available, than that of one who enjoys the\\nadvantages of attending well-conducted recitations.\\nOne of the principal reasons is that studying with-\\nout a teacher does not furnish a pupil with an op-\\nportunity of telling what he learns.,\\n3d. It is an object of the recitation to enable the pupils\\nto acquire well-founded self-confidence. Many persons\\nmay be found who are too timid to give an opinion\\nin public. They may feel that they know as well as\\nothers, but they do not like to say. Reciting before\\na teacher in a class will tend to overcome this\\nexcessive timidity.\\nThere are persons, too, in every community who\\nspeak without thinking, who rashly venture an\\nopinion on every subject, whether they have inves-\\ntigated it or not. The close criticism of teacher and\\nclassmates surely is needed to protect the public\\nfrom the infliction of mere babbling, and to induce\\nin the young a well-founded self-confidence.\\n4th. It is an object of the recitation to enable the pu-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0206.jp2"}, "205": {"fulltext": "RECITATION. 179\\npits to fix in their minds what they learn. The prin-\\nciple is an obvious one, that the more a subject is\\nthought about, the better it will be understood and\\nthe longer it will be remembered. The recitation\\ninduces additional thought. It keeps the subject\\nlonger before the mind.\\nBut this is not the only advantage of the same\\nkind gained by the recitation. All persons have\\nexperienced the fact that their newly acquired\\nknowledge seems more clear and is more deeply\\nimpressed upon the mind after a conversation with\\na friend respecting it. Public speakers understand\\na subject after having spoken upon it, better than\\nbefore. The effect of the recitation is similar.\\n5th. It is an object of the recitation to enable the teacher\\nto explain and illustrate the lesson, and add new matter to\\nit. A teacher ought to know all that the text-book\\nused says upon the subject of a lesson, and ought\\nto be able to ascertain whether the pupils know it\\nbut the recitation furnishes him an opportunity to\\ndo more than this. He must be able to explain and\\nillustrate the lesson, and add new matter to it. He\\nmust make his pupils feel that he knows more than\\nis contained in the text-book. He should answer\\nquestions, elucidate hard points, multiply facts,\\ndescribe additional phenomena, give the opinions\\nof other authors, and suggest new arguments and\\nnew trains of thought. Text-books should pur-\\nposely leave much unsaid, for knowledge fresh\\nfrom the lips of a teacher has great attractions for\\nthe young, and leaves lasting impressions upon\\nthem.\\n6th. It is an object of the recitation to enable the teacher\\n17*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0207.jp2"}, "206": {"fulltext": "180 THE EMPLOYMENTS OF THE SCHOOL.\\nto keep before the minds of his pupils proper incentives to\\nstudy. Nowhere else does the teacher come so close\\nto his pupils as in the recitation. Nowhere else is\\nthere such an intimate sympathy between him and\\nthem. Their minds are then open to receive in-\\nstruction, their hearts ready to be impressed. Here,\\nif anywhere, a love of learning can be created, and\\nthe mind s whole energies summoned to the noble\\nwork of obtaining an education.\\nThere are certain moral qualities necessary to\\nsuccess in study. These the recitation furnishes\\na fit opportunity of strengthening. Industry, per-\\nseverance, self-reliance, are virtues with respect to\\nwhich the teacher in the class-room should manifest\\na just appreciation. The character can then be\\ncultured.\\n7th. It is an object of the recitation to enable the teacher\\nto impart moral instruction. When moral instruction\\nis attempted to be formally given, the heart may\\nsteel itself against it. Such instruction can be given\\nincidentally with more effect, and the recitation\\nfurnishes the opportunity. A teacher alive to the\\nimportance of this work will meet occasions, during\\nthe progress of every lesson, when he can call atten-\\ntion to a moral truth or give strength to a moral\\nhabit. He can scatter, now and then, a good seed\\nwhich will take root in the fruitful soil that the cir-\\ncumstances of the class have made follow. A good\\nthought or a noble purpose may even find sustenance\\nin a hard heart, as a seed lodged on a rock may\\ngerminate within its rocky crevices and obtain suffi-\\ncient nourishment to grow. But to impart moral\\ninstruction properly requires the most delicate man-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0208.jp2"}, "207": {"fulltext": "RECITATION. 181\\nagement. No instrument of art is so complex as the\\nhuman mind, none so nicely attuned as the human\\nheart: what skill then, is required to place man in\\nharmony with his fellow-men and at peace with\\nGod!\\n2. The Requisites of the Recitation. The ob-\\njects of the recitation cannot be attained unless\\ncertain conditions are supplied. Such of these as\\nare not more appropriately named elsewhere, are\\n1st. A proper Place. The place of the recitation\\nought to be a room sufficiently large for the pur-\\npose, suitable as to temperature, well lighted, well\\nventilated, and tastefully furnished. If these con-\\nditions are wanting, the recitation will lack some-\\nthing in interest and something in good results.\\nStudents dislike to be driven to a little, gloomy,\\nuntidy room, and hurry away from it as soon as\\npermitted. Let recitation-rooms be made inviting,\\nand each seat and each article of furniture in them\\nwill awaken pleasant associations; there will come\\nto be a genius loci which invokes to study and seems\\nto applaud the triumphs of the student.\\nWith a little care, a teacher can make even an\\nindifferent room a pleasant one and the gratifj ing\\nchange which can thus be produced is well worth\\nthe effort.\\nWhat has been said above has reference to schools\\nhaving rooms specially appropriated for recitations;\\nand, where possible, this is much the best arrange-\\nment. A large majority of the Common Schools\\nin rural districts, however, are taught by a single\\nteacher, and, of course, the recitations must take\\nplace in the study-room. In this case, there should", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0209.jp2"}, "208": {"fulltext": "182 THE EMPLOYMENTS OF THE SCHOOL.\\nbe sufficient space allowed to enable the class en-\\ngaged in reciting, to seat themselves comfortably\\nand engage freely in their work and this space\\nought to be so located as to prevent, as far as pos-\\nsible, the recitation from interrupting those engaged\\nin study or from being interrupted by them, and to\\ngive the teacher the best opportunity of overlook-\\ning the school while he conducts the exercises of a\\nclass. The best place for the recitation-seats, pro-\\nbably, is immediately in front of the teacher s plat-\\nform, as shown in the diagrams given in a preceding\\nchapter, though, for some reasons, it might be well\\nto have such seats placed at the end of the school-\\nroom opposite this platform.\\n2d. Suitable Apparatus. The teacher needs tools.\\nHe can work to much better advantage when he\\nhas blackboards, maps, globes, charts, pictures,\\nspecimens of objects, and other kinds of apparatus,\\nthan he can without them. Impressions made\\nthrough the sense of sight are the most easily under-\\nstood and the most lasting. It is true that a teacher\\nmay teach without apparatus but so may land be\\ncultivated without ploughs, and the habitations of\\nmen be erected without saws and planes.\\nRecitation-rooms may be arranged with reference\\nto the kind of studies which are tauerht in them.\\nMathematical recitation-rooms might be provided\\nwith mathematical apparatus rooms for the classics,\\nwith maps and charts of ancient countries and anti-\\nquities rooms for natural science, with philosophi-\\ncal apparatus and cabinets of specimens; and so of\\nthose for other departments of study. Rooms thus\\narranged would teach much themselves.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0210.jp2"}, "209": {"fulltext": "RECITATION. 18\\n3d. Quiet. People do things best who do one thing\\nat a time. A teacher cannot well afford to risk a\\nloss of interest in a recitation in consequence of\\nhaving to attend to other duties while conducting\\nit. It is not very uncommon to see teachers inter-\\nrupted every moment, while hearing a recitation,\\nwith requests to mend pens, to answer questions, to\\nredress grievances, or by the necessity of preserving\\norder. In such circumstances, no teacher can do\\nhimself or his class justice. The class during a\\nrecitation must have his undivided attention and\\nit is almost as great an evil for the attention of the\\nclass to be distracted.\\nIf a school is subject to so loose a discipline\\nthat such interruptions are unavoidable, the teacher\\nhad better discontinue all recitations until order can\\nbe restored, or resign his position that it may be\\ntilled by some one more competent. Slight inter-\\nruptions, however, will occur under the best man-\\nagement, when recitations are heard in school-rooms\\nwhere some pupils study while others recite. It is\\nonly in recitation-rooms that the teacher and his\\nclass are wholly free from noise and interruptions,\\nand it is only then that the best recitation- work can\\nbe done.\\n4th. Sufficient Time. Theoretically, the recitation\\nshould be sufficiently long to enable the pupils to\\ntell what they know about the lesson, and to enable\\nthe teacher to add what further concerning it it is\\nwell for them to know. Practically, the length of\\nrecitations will depend upon the amount of work to\\nbe done in the school where they are conducted, and\\nthe circumstances which control its distribution. In", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0211.jp2"}, "210": {"fulltext": "184 THE EMPLOYMENTS OF THE SCHOOL.\\nmost schools, practice cannot be made to conform\\nto theory and if placed in circumstances wherein\\nhe cannot obtain all the time he desires for his\\nrecitations, the teacher must obtain all the time he\\ncan, and then make good use of it. Skill will\\nenable a teacher to greatly economize time in con-\\nducting recitations. With suitable blackboards, a\\nteacher can have some pupils write out parts of the\\nlesson while others recite orally and, if the whole\\nlesson cannot be recited, the most important parts\\nof it should be considered, and the rest omitted.\\n3. The Methods of conducting the Recitation.\\nAll recitations should be so conducted as to effect\\nthe object for the attainment of which they are de-\\nsigned; but as the attaining of some of these objects\\ndepends upon the personal character, manner, and\\nskill of the teacher, we will consider here only those\\nmethods of conducting recitations which relate to\\nthe following points\\n1st. Imparting Knowledge.\\n2d. Testing Knowledge.\\n3d. Proving Knowledge.\\n4th. Correcting Errors.\\nIt will be seen, however, that these topics embrace\\nthe chief work of the Recitation.\\n1st. Imparting Knowledge. Four modes of impart-\\ning knowledge will be named, that by lectures, that\\nby text-boohs, that by dialogues, and that by catechi-\\nzation.\\nKnowledge is imparted by lectures where the\\nteacher speaks and the pupils listen in silence. Aa", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0212.jp2"}, "211": {"fulltext": "RECITATION. 185\\na mode of instruction, the lecture is used in all kinds\\nand grades of schools, and it has certain advantages\\nover every other mode.\\nOne of these advantages is that oral instruction\\nis more impressive than that of books. We attend\\nto what we hear more closely than to what we read.\\nKnowledge communicated orally, too, seems more\\nnew and fresh than knowledge gained in any other\\nmanner, and, consequently, is more attractive. Be-\\nsides, in the lecture, knowledge is presented with\\nall the auxiliaries of voice, gesture, expresssion of\\ncountenance, and words. These aid the thought in\\nmaking an impression.\\nAnother advantage is that the knowledge com-\\nmunicated in lectures is more apt to be original than\\nthat which is found in books. A lecturer cannot\\nrepeat merely what others have said or written he\\nmust think for himself; and, thinking for himself,\\nhe will have something original to present to his\\npupils at every recitation. The most eminent\\nscholars the world has ever seen were lecturers, and\\ntheir scholarship may, in some measure at least, be\\nattributed to the circumstances of the lecture-\\nroom.\\nYoung children who cannot read must be taught\\norally. A formal lecture before them would be out\\nof place but they can be taught much by simply\\ntalking to them. It is sometimes desirable to im-\\npart to pupils a knowledge of subjects upon which\\nno proper text-books have been written and in such\\ncases resort must be had to the lecture-method of\\ninstruction. The higher classes at our colleges and\\nuniversities are supposed to be familiar with the", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0213.jp2"}, "212": {"fulltext": "186 THE EMPLOYMENTS OF THE SCHOOL.\\ntext-books which treat of the subjects that engage\\ntheir attention and the professors in these institu-\\ntions use lectures to make them acquainted with\\nnew matter and to awaken their interest in original\\ninvestigations. In connection with all the methods\\nof imparting knowledge, a teacher must give much\\noral instruction, sometimes make a simple sug-\\ngestion, sometimes state a fact, and sometimes dis-\\ncuss a principle, as the occasion may demand.\\nIf a teacher confine himself to lecturing he will\\nnot be able to estimate very fairly the progress of\\nhis pupils, he will furnish them little opportunity\\nof telling what they know or of having their mistakes\\ncorrected, and he will render impossible that repe-\\ntition of what is learned which is necessary to fix\\nit firmly in the mind and these, we have seen, are\\nimportant objects of the recitation. Something can\\nbe done, however, to obviate these objections, by\\nrequiring pupils to take notes of the lectures they\\nlisten to, and undergo periodical examinations with\\nrespect to their subject-matter.\\nKnowledge is gained from text-books when we\\nread or study them. The books used for study in\\nschool-classes are usually outlines of the subjects\\nupon which they treat; but it is generally expected\\nthat students will read, in connection with them,\\nother books containing full information. Text-\\nbooks, rightly used, can be made a valuable auxi-\\nliary in the work of imparting knowledge.\\nThe knowledge contained in text-books is gene-\\nrally more reliable than that which is communicated\\nby lectures. Writing makes an exact man, says\\nBacon; and all experience shows that men will", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0214.jp2"}, "213": {"fulltext": "RECITATION. 187\\nuse hasty expressions in speaking that they would\\ndiscard in writing. Text-books, too, are apt to\\npresent a subject in a more methodical manner\\nthan is the case when it is presented orally.\\nText-books enable pupils to prepare their lessons\\nat all times. If the instruction in a school is wholly\\noral, pupils must wait until they hear the lecture\\nbefore they can study it; but if they have text-\\nbooks, no time need be lost. This is a great ad-\\nvantage in a school composed of several classes.\\nWhen pupils are compelled to rely for informa-\\ntion concerning particular subjects upon the im-\\npressions they receive at a lecture, or the hurried\\nnotes they may be able to take of it during its\\ndelivery, their knowledge is apt to be inaccnrate,\\nincomplete, and wanting in method. To obviate\\nsuch difficulties, text-books may be made useful to\\nstudents.\\nThe fixed arrangement and the fixed expressions\\nof a text-book enable learners to stop and think\\nbut the winged words of oral discourse must be\\ncaught as they fly and thus the connections of the\\nsubject may be lost or its points be misunderstood.\\nText-books, however, may be used to the great\\ndetriment of learners; but their general uses and\\nabuses are discussed elsewhere in this volume.\\nKnowledge may be acquired by means of a con-\\nversation or dialogue carried on between two or\\nmore persons. The dialogue is used for the pur-\\npose of communicating and obtaining information\\nin the family, in the social circle, and in scientific\\nassociations. Its use is more appropriate, doubtless,\\namong equals but a teacher can greatly benefit his\\n18", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0215.jp2"}, "214": {"fulltext": "188 THE EMPLOYMENTS OP THE SCHOOL.\\npupils by sometimes relaxing the forms of the reci-\\ntation, and permitting his pupils to ask him ques-\\ntions. He can also take them with him upon ex-\\ncursions, and on the way engage in profitable dis-\\ncourse with them.\\nIt was principally in the form of dialogues that\\nthe learned men of ancient Greece taught in the\\nporches and gardens of Athens. Their disputa-\\ntions were not carried on, as is generally supposed,\\nfor the purpose of concealing the truth, but mostly\\nto help one another find it. It was thus Socrates\\nconversed with his friends and with the Sophists,\\nthough his method became sometimes more cate-\\nchetical than dialogical.\\nKnowledge may be imparted to pupils by cate-\\nchizing them, or asking them questions. Questions\\nmay be asked to enable the teacher to find out what\\nhis pupils already know, and also to enable him to\\nlead them to find out for themselves something that\\nthey do not know. It is only when the latter of\\nthese objects is aimed at that the mode of catechiz-\\ning will be noticed here.\\nTeaching has no higher art than that of leading\\na pupil to the discovery of a truth by questioning\\nhim. A truth gained by oneself is of much greater\\nvalue than the same truth gained by the help of\\nanother. An English author, in speaking of the\\nmethod of Socrates, says, He found those with\\nwhom he conversed ignorant of some important\\ntruth, and, instead of professing to instruct them, he\\nsought to know their sentiments upon some other\\ntruth with which he knew they were acquainted,\\nand which he knew was connected with the. one he", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0216.jp2"}, "215": {"fulltext": "RECITATION. 189\\nwanted to lead them to. By famili ar id terrogatories,\\nhe conducted them, step by step, through the inter-\\nmediate principles, till they were at length surprised\\nwith the perception of what they had never observed\\nbefore. He found them under the influence of\\nsome dangerous error, and, instead of professing to\\ncorrect them, he led them on, by successive questions,\\nto discern an absurdity in which they unexpectedly\\nfound themselves landed by their own principles.\\nAnd thus he avoided all that resistance to convic-\\ntion which often renders the most conclusive demon-\\nstration ineffectual to persuade. This extract ex-\\npresses the spirit of what is meant by the cate-\\nchetical method of imparting knowledge. It simply\\nconsists in putting questions in such a manner as to\\nlead the pupil to answer them for himself. Its great\\nadvantages are that it makes teaching exact, thorough,\\nmethodical, and animated. Of course, it can be used\\nin connection with lectures, text-books, and dia-\\nlogues.\\n2d. Testing Knowledge.\u00e2\u0080\u0094 A skilful teacher first en-\\ndeavors to induce his pupils to tell what they\\nknow, next to find out what they can, and then\\nadds whatever else he may deem proper. In ex-\\namining pupils as to what they know, questions,\\neither expressed or implied, are used and I have\\ncalled the process of questioning, testing knowledge.\\nIn teaching pupils to find out what they can by\\ncatechizing them, questions are also used; and most\\nof the principles to be observed in questioning in\\none case are equally applicable to the other.\\nWhat can be said in reference to the questions\\nused in testing knowledge will regard the matter of", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0217.jp2"}, "216": {"fulltext": "190 THE EMPLOYMENTS OF THE SCHOOL.\\nthe questions, the form of the questions, the mode of ques-\\ntioning, and the teacher in questioning.\\nIn matter,\\nThe questions should relate to the subject under con-\\nsideration. Pupils will not long continue to make\\ncareful preparation of lessons they are not required\\nto recite. The concentration of the mind of a class\\nupon the subject studied is much more profitable\\nthan a rambling discussion of topics foreign to it.\\nIt is sometimes very proper, however, for the teacher\\nto ask questions which relate to the subject under\\nconsideration, but which may not be answered in\\nthe text-book used. The questions asked may relate\\nto the facts or the principles of a subject, or to the\\nlanguage used to express them.\\nThey should be well defined. Nothing tends so\\nmuch to confuse an intelligent pupil as to be asked\\nquestions which are obscure in language or wanting\\nin point. The whole subject-matter of a lesson\\nshould lie clear in the teacher s mind, and each\\nelement or part of it be so separated from the rest\\nas to admit of definite statement, since otherwise\\nno thorough teaching can be done.\\nTheir degree of difficulty should correspond to the capa-\\ncity of the pupils for whom they are intended. If the\\nquestions put to a class are too hard, it will discou-\\nrage its members, and if too easy, it will create habits\\nof idleness among them. The former is the more\\ncommon error for teachers are apt to think that what\\nseems easy to them is easy for their pupils. Where\\nthe members of a class are all equally studious, but\\nunequal in ability, the teacher may adapt his ques-\\ntions to their several capacities, if he do it with an", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0218.jp2"}, "217": {"fulltext": "RECITATION. 191\\neye single to the interests of the whole. It is well\\nthat the poorest scholar in a class be assigned ques-\\ntions that he can answer and it is well that the best\\nscholar in a class be sometimes assigned a question\\nthat he cannot answer.\\nThey should follow one another in a logical order.\\nDisconnected, fragmentary knowledge is of compa-\\nratively little value, and little discipline can be ob-\\ntained from its acquisition. Except to very young\\npupils, knowledge should be imparted as bound to-\\ngether by its associations and its laws, and all mental\\ndevelopment should be made systematic. It follows\\nthat the questions by which knowledge is tested, or\\nby which it is evolved from something already\\nknown, must follow one another in a logical order,\\nmust be like the links of a chain fastened together.\\nWhen the object is to review what has been learned,\\nthis order need not be so closely observed indeed,\\nit is sometimes an advantage in reviews to ask\\nquestions miscellaneously without regard to any\\norder.\\nThey should be exhaustive. Lessons cannot be con-\\nsidered as recited until the pupils have shown their\\nability to answer all the questions that can be put\\nwith respect to the subject-matter of which they are\\ncomposed. These questions, therefore, should be\\nexhaustive. With advanced classes, they should\\nexhaust the subject with those less advanced, they\\nshould exhaust the subject so far as the pupils are\\nable to comprehend it.\\nIn form,\\nThe questions should be concise. To answer well, a\\npupil must see clearly the point submitted in the\\n18*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0219.jp2"}, "218": {"fulltext": "192 THE EMPLOYMENTS OF THE SCHOOL.\\nquestion and this he cannot do, if the question is\\nlong and complicated. Allusion is here made to\\noral questions; when the questions are written, they\\nmay be longer, but not less compact.\\nThey should be clear, precise, and correct. In addi-\\ntion to the task of answering questions, pupils\\nshould not be troubled to make out their meaning.\\nFew students have not found it difficult to under-\\nstand certain problems in Mathematics and certain\\nrules in Grammar, owing to the faulty language\\nemployed by the authors of the text-books used\\nand still fewer have not been puzzled by the\\nthoughtless expressions used by careless teachers in\\nputting questions.\\nThey should be varied. I have heard teachers ask\\nquestions who always ended them with the word\\nwhat; as, Geography is, what? and sometimes\\nother forms of framing questions are so strictly\\nadhered to as to become exceedingly tiresome.\\nQuestions at recitation, therefore, should be varied\\nas a matter of taste. But there is a better reason.\\nThe same form of question cannot be used in pre-\\nsenting facts and principles in all their aspects and\\nrelations and, besides, properly varied, questions\\nare necessary to secure properly varied answers.\\nThey should not contain the answer. Some teachers\\nso far relieve their pupils from the trouble of think-\\ning, as to frame their questions so that they require\\nonly a Yes or a No for an answer and others inti-\\nmate the answer less plainly, but always give a pretty\\nbroad hint as to what it should be. In examining\\na class, such hints are entirely out of place but, in\\nan effort to lead a pupil to find out for himself some-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0220.jp2"}, "219": {"fulltext": "RECITATION. 193\\nthing that he does not know, they may be quite\\nproper. This distinction the student-teacher will\\ndo well to bear in mind.\\nThey should be adapted to the subject under considera-\\ntion, and to the circumstances of the class. Lessons\\nconsist of letters to be learned; words to be spelled,\\npronounced, and written facts to be remembered\\nrules to be committed; sentences to be analyzed;\\ninferences to be drawn demonstrations to be made\\nexercises to be performed; c. c: all of which re-\\nquire forms of questions adapted to test the know-\\nledge of them which pupils may possess, and these\\nnecessarily are somewhat different.\\nA teacher ought to consider the forms of questions\\nbest adapted to the subject assigned for a lesson\\nbefore the recitation takes place but the varying\\ncircumstances of the class may necessitate changes\\nin these forms. A general shows as much skill in\\nproviding for the exigencies of a battle during its\\nprogress as he does in making his arrangements for\\nit before it begins. With young pupils especially,\\nconstant changes are necessary in the forms of the\\nquestions put to them.\\nIn mode of putting them,\\nQuestions may be elliptical. This mode of putting\\nquestions cannot be used at all in many studies, and\\ncan scarcely ever be made a very efficient way of\\nimparting knowledge. When conducting a recita-\\ntion according to this mode, the teacher reads the\\ntext and makes a short pause wherever a word, a\\nclause, or a sentence, occurs which he desires the\\npupils to supply. It may be rendered serviceable in\\ninstructing young children, if used in connection", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0221.jp2"}, "220": {"fulltext": "194 THE EMPLOYMENTS OF THE SCHOOL.\\nwith other modes of questioning but by itself it\\ncan be seldom employed to advantage. It is most\\napplicable to lessons containing statements of facts,\\nas History, Scripture Lessons, c. For example,\\nthe teacher may read, Columbus discovered Ame-\\nrica in the year 1492. He was born at the city of\\nGenoa in Italy. Or, Now Peter sat without\\nin the palace: and a damsel came unto him, say-\\ning, Thou also wast with Jesus of Galilee.\\nHere the pupils supply the words printed in italics.\\nIn teaching young pupils to use words properly and\\nto construct sentences, the elliptical mode of ques-\\ntioning may be made to answer a good purpose. A\\ngood exercise of this kind consists in assigning to\\npupils a piece of easy composition, omitting certain\\nobviously implied words, and requiring the pupils\\nto supply them.\\nThey may be Heuristical. The word Heuristical is\\nderived from a Greek verb, eupcaxco, which means\\nto find out what is sought for. I adopt it from\\nRev. ~W. Ross, an English writer on education. By\\nthe Heuristical mode of questioning is meant that\\nmode by which the object-matter of instruction is\\npresented in the form of precomposed questions,\\nsuch as problems to be solved, sentences to be\\nparsed, exercises to be written, c. It is very evi-\\ndent that such questions may consist of wholes to find\\nparts or of parts to find wholes, and thus may be\\neither analytical or synthetical. The parsing of a\\nsentence is an example of the former, and the writ-\\ning of a composition is an example of the latter.\\nThis mode of questioning can be more advanta-\\ngeously employed with advanced pupils than with", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0222.jp2"}, "221": {"fulltext": "RECITATION. 195\\nbeginners, and it is better adapted to some studies\\nthan to others. Its chief advantages are that it re-\\nquires great self-effort on the part of the pupil, that\\nknowledge acquired by it is deeply impressed upon\\nthe mind, and that it allows the student time to put\\nforth his whole strength.\\nThey may be Categorical. I mean by categorical\\nquestions such as are direct and positive, or such as\\nrequire direct and positive answers. This mode of\\nquestioning is applicable to all studies, and is that\\nwhich is most commonly used. It may be em-\\nployed in imparting knowledge, as well as in testing\\nwhat is already known. No other mode is so well\\ncalculated to create life and interest in the recita-\\ntion, especially with young pupils. It leaves the\\nteacher more at liberty in the selection of ques-\\ntions, in varying them, and in distributing them\\namong the members of a class. Whatever other\\nmode of questioning it is best to adopt in parti-\\ncular cases, this one must be used in connection\\nwith it.\\nThey may be Topical.\u00e2\u0080\u0094 Instead of asking direct\\nquestions or putting them in the form of problems,\\nthe subject-matter of instruction may be arranged\\nin the form of topics, and these be given to the\\nmembers of a class for discussion. For example,\\nin Geography, in referring to a particular country,\\na teacher may say, Boundaries, Surface of the\\nCountry, Internal Waters, Soil and Climate,\\nc, instead of asking in particular all the individual\\nquestions that may be embraced in these topics.\\nThis method devolves upon the student much of\\nthe work which by the categorical method is", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0223.jp2"}, "222": {"fulltext": "196 THE EMPLOYMENTS OF THE SCHOOL.\\nperformed by the teacher. He is required to ana-\\nlyze his topic into its several parts, place those parts\\nin their proper order, and make a connected and\\nexhaustive discussion of the whole. For advanced\\npupils, this mode of questioning has advantages\\npossessed by no other; and it can be used to some\\nextent with the youngest pupils in our schools. It\\nis well adapted to reviews. Care must be taken in\\ndistributing the topics to give all the members of a\\nclass something to do at each recitation. Necessity\\nwill generally be found, after the discussion of each\\ntopic, for asking particular questions, and these\\nmay be answered by different members of the class,\\nthus securing the undivided attention of all or all\\nthe members of a class may be made responsible\\nfor the mistakes of the one who is speaking, unless\\nthey correct them.\\nThe teacher in asking questions,\\nShould make them proper as to matter, form, and mode.\\nHow this should be in particular cases will depend\\nupon various circumstances, such as the age of pupils,\\ntheir scholarship, the kind of study in which they\\nare engaged, whether the study is being first intro-\\nduced to them or they are reviewing it, what appa-\\nratus is at command, the length of time Which can\\nbe devoted to the recitation, c. The most import-\\nant general principles relating to the matter have\\nalready been stated, and for the rest the young\\nteacher must rely upon himself. No two teachers\\ncan conduct a recitation in the same way; and any\\nattempt to learn to teach by merely imitating an-\\nother s work will be a failure. Teaching has prin-\\nciples which all must observe, but the application", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0224.jp2"}, "223": {"fulltext": "KECITATION. 197\\nof those principles will be as various as the tastes\\nand dispositions of men.\\nShould assume a graceful posture, and adopt a becom-\\ning manner. A standing posture before a class is\\nmore graceful than any other, and gives the teacher\\na better command of his class. In this posture, he\\ncan secure better general attention, and, by casting\\nhis looks about the class, he can better detect the\\ncareless and idle. Men do not often sit to make\\nspeeches or to command obedience. A sitting pos-\\nture may imply dignity, it does not denote anima-\\ntion or energy. For these reasons, it is considered\\nbest that a teacher should generally stand while\\nhearing a recitation. There may be some necessary\\nmodifications of this rule. A teacher who is com-\\npelled to hear classes for several hours in succession\\nwould be likely to grow very much fatigued, and\\nshould probably sit a part of the time. Small\\nclasses, too, can be heard as well sitting as stand-\\ning. Besides, whether the teacher sits or stands\\ndoes not make so much difference to advanced\\npupils as to beginners. Under no circumstances,\\nhowever, should a teacher suffer himself to recline\\non his seat, to place his feet on his desk, or to assume\\nany other ungraceful posture which he would not\\nlike to see his pupils imitate.\\nA man possessing a cold, phlegmatic tempera-\\nment, whose imperturbable feelings are never ex-\\ncited whether things go well or ill, is not fit to be a\\nteacher. Eecitations conducted by such a person\\nmust always be dull, heavy, dragging. There is an-\\nother extreme. The Scotch teachers described by\\nHorace Mann seemed to be during the recitation", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0225.jp2"}, "224": {"fulltext": "198 THE EMPLOYMENTS OF THE SCHOOL.\\nalmost incapable of hearing or seeing anything else.\\nThey walked rapidly in front of their classes, gesti-\\nculated violently, and indulged in loud vociferations.\\nThe recitation thus became a scene of the greatest\\nexcitement, a perfect hurricane of questions and an-\\nswers and words of approbation and reproach, with\\nall the accompaniments of din and noise. Both of\\nthese extremes should be avoided. More teachers,\\nhowever, err on the side of indifference and dul-\\nness than on that of an excess of interest or activity.\\nIn questioning, the voice should not be too low\\nand soft, nor too loud and shrill. Its pitch and\\nforce should generally be as in ordinary conversa-\\ntion. If properly varied in tone, it will do much to\\npreserve the attention of the class and add much\\nto its life.\\nA teacher may use gestures in hearing a recita-\\ntion but those which are calm, dignitied, and ex-\\npressive seem most appropriate.\\nA teacher s manners in the class-room should be\\nthose of the finished gentleman or lady, those of\\na model man or model woman.\\n3d. Proving Knowledge. A pupil can only prove\\nwhat he knows by answering the questions put to\\nhim; and the nature and conditions of those answers\\nwill constitute the present subject of inquiry.\\nAs in testing knowledge, what can be said in\\nreference to proving knowledge will regard the\\nmatter of the answers, the form of the answers, the mode\\nof answering, and the pupil in answering.\\nIn matter,\\nAnswers should contain nothing not implied in the\\nquestions. A proper answer to a question has always", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0226.jp2"}, "225": {"fulltext": "RECITATION. 199\\na logical relation to it. Systematic mental disci-\\npline and thorough knowledge are impossible acqui-\\nsitions to pupils who are habitually suffered to\\nwander from the point presented in the question,\\nand to introduce extraneous matter which has little\\nor no relation to it.\\nThey should contain all implied in the questions.\\nPartial answers may be better than no answers but\\nteachers should endeavor to secure those which are\\nfull and complete. All the great errors of the world\\nare the result of the partial answers men have given\\nto the problems of life. Children must be trained\\nto delight in that which is exhaustive, systematic,\\nperfect and then, when grown to manhood, they\\nwill not be apt to be deluded by the baseless\\ntheories of superficial thinkers. The teacher should\\nnot forget that the highest aim of education is to\\nmake men.\\nThey should be correct and explicit. Without being\\ncorrect, what is meant for an answer can be no\\nanswer; and without being explicit, it cannot be\\nunderstood as one. Correctness and clearness are\\nthe two most essential characteristics of the contents\\nof an answer as it lies unexpressed in the mind of\\na pupil.\\nThey should be logical. When the answer is com-\\nposed of several parts, those parts should be ar-\\nranged in a logical order. The object of a recitation\\nis not only to ascertain whether the member^ of a\\nclass possess a knowledge of individual facts and\\nprinciples, but whether they understand their rela-\\ntions. The latter, indeed, is much the surest test\\nof scholarship.\\n19", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0227.jp2"}, "226": {"fulltext": "200 THE EMPLOYMENTS OF THE SCHOOL.\\nThey should be given under standingly. A pupil may\\npresent an answer to a question which is faultless as\\ntested by the preceding rules and yet it may have\\nbeen merely committed to memory without being\\nunderstood. There are many things that the young\\nmay be told, the reasons for which they are unable\\nto comprehend; but the teacher ought never to\\nforget that our noblest mental faculties are judgment\\nand reason, and that one of the great purposes of\\neducation is to develop them. Besides, there are\\nwanted independent thinkers, original investigators\\nand they are not made by simply storing away in\\nthe memory masses of indigested facts or multi-\\ntudes of formal expressions.\\nIn form,\\nAnswers should be made to suit the nature of the ques-\\ntions to which they are a response. Questions may\\nrelate to facts, to definitions, to words, to principles,\\nto methods; and as they cannot be always alike, so\\nlike answers cannot be given to them. Besides, the\\nfilling up of an ellipsis, the solving of a problem,\\nthe answering of a direct question, and the discus-\\nsion of a topic, must all necessarily differ. In short,\\nthe answer should be an appropriate response to\\nthe question.\\nThey should be concise. Most men use more words\\nthan are necessary to express their ideas few have\\nthe power of crystallizing thought. Pupils should\\nbe trained to express themselves in sentences which\\nare compact and close. I do not object, as some\\nhave done, to stating the answer in a single word,\\nwhen the sentence of which it is an abridgment is\\nsufficiently obvious.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0228.jp2"}, "227": {"fulltext": "RECITATION. 201\\nThey should be correct and clear. This has already\\nbeen said respecting the matter of questions; it is\\nnot less true in respect to their form. Ungramma-\\ntical or inelegant, obscure or ambiguous language,\\nwhen used to express answers to questions, should\\nnever be allowed to pass unnoticed. All recitations\\nshould be considered as in part linguistic exercises.\\nThey may be original, or derived from authority. As\\na general rule, pupils should be required to give\\ntheir answers in sentences of their own forming,\\nbecause it is a good discipline in language, and a\\nsure test of their knowledge of the subject. This\\ncourse is not always the best one, however, and it\\nis very proper for pupils to commit definitions\\nand rules in the words of those who have carefully\\nconsidered the forms in which they can be best ex-\\npressed. It does not follow because a thought is\\nexpressed in the language of another, that it is not\\nunderstood. The young learn to use language skil-\\nfully by noticing how others use it\\nThey should not be monotonous. It is very unplea-\\nsant to hear children drawl out their answers it is\\nalmost as much so to hear them repeat them in the\\nsame form of words. Both faults are readily cor-\\nrected, however, if the teacher attend to the rules\\nfor putting questions.\\nIn mode,\\nAnswers may be given consecutively. -This mode re-\\nquires the answers to be given by turns. The first\\nquestion is usually put to the pupil who stands at\\nthe head of the class the second, to the next; and\\nso on to the foot, when the same order is observed\\nwith the remaining questions. If an incorrect an-", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0229.jp2"}, "228": {"fulltext": "202 THE EMPLOYMENTS OF THE SCHOOL.\\nswer is given by any one, the question is passed to\\nthe next, and if he answers it, he takes the place of\\nhim who failed to answer. If the question is missed\\nby several, he who answers it correctly takes the\\nplace of the one who first committed the error, the\\nothers retaining the same relative position.\\nCommon as is the use of the consecutive mode\\nof answering questions, it is open to several objec-\\ntions.\\nWhen it is known that a certain order is to be\\nfollowed in assigning the questions, some pupils\\ncannot resist the temptation of preparing only those\\nparts of the lesson which they expect to be called\\nupon to recite. I have known pupils to count the\\nnumber of members in a class and the number of\\nquestions in a lesson, and shrewdly calculate in the\\nrevolution of the wheel what questions would come\\nto them, and prepare accordingly. When this can\\nbe done, it need scarcely be added, that the purpose\\nof a recitation is in great measure defeated.\\nThe consecutive mode of answering does not tend\\nto secure that close attention to all the questions ad-\\ndressed them, on the part of pupils, which is neces-\\nsary to insure their rapid progress in study. When\\na pupil has answered a question, he is quite sure he\\nwill not be called upon to answer another until all\\nhave answered and he may spend the interval in\\nidly looking about, in play, or in mischief. A\\nSuperintendent once corrected this faulty mode of\\nconducting a recitation, in the following manner. A\\nlarge class was reciting a lesson in reading. The\\nlesson was divided into paragraphs, and each pupil\\nread a paragraph, commencing at the head of the", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0230.jp2"}, "229": {"fulltext": "RECITATION. 203\\nclass; but having read lie made the necessary calcu-\\nlation to enable him to. ascertain the number of the\\nparagraph he would be required to read next, and\\nthen, placing his finger upon it or marking it, he\\noccupied the time others were reading in perfect in-\\ndifference as to what was passing in the class. After\\nthe recitation had proceeded for some time in this\\nway, the Superintendent was permitted to take charge\\nof the class. He immediately gave each member of\\nthe class a number, not knowing the names of the\\npupils, urged attention to the lesson, stating that he\\nwould consider himself at liberty to call upon any one,\\neither to continue the reading, or to answer a question\\nconcerning the matter or the language of the lesson.\\nWhen all were ready and intent upon the work\\nbefore them, he called upon them promiscuously.\\nThe change was magical. Life and interest took\\nthe place of dulness and indifference. After some\\ntime, one forgot himself and looked aside, but at once\\nhis number was called, and he found he was caught.\\nThis illustration exhibits the imperfections of the\\nmode of answering now under consideration, and\\nsuggests a better one. This method, however, may\\nbe used advantageously in connection with other\\nmethods, and it is well adapted to small classes.\\nThe system of trapping or place-taking in class\\ncan be more easily applied when the questions are as-\\nsigned consecutively and it can scarcely be doubted\\nthat with young pupils some good may result\\nfrom it.\\nThey may be given simultaneously. This mode re-\\nquires the answers to be given by the whole class\\nin concert.\\n19*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0231.jp2"}, "230": {"fulltext": "204 THE EMPLOYMENTS OF THE SCHOOL.\\nOne of the principal objections to this mode of\\nanswering, is that the answers must be given by all\\nthe pupils in a set form of words and in a certain\\norder, or the concert will be spoiled and these\\nmechanical conditions are wholly at variance with\\nindependent thinking.\\nA second objection to it is that it lessens indivi-\\ndual responsibility among pupils at the recitation.\\nThe class as a whole is responsible but if two or\\nthree lead the concert, the rest can easily join it in\\nsuch a way as to render it difficult to distinguish him\\nwho leads from him who follows. Teachers, even,\\nare sometimes deceived in regard to the amount of\\nknowledge possessed by classes that recite in con-\\ncert; but the deception can be readily detected by\\na few well-directed questions put to individuals. It\\nmay be stated as a general principle that no mode\\nof answering will be successful that does not com-\\npel each member of a class to think and speak for\\nhimself.\\nThe simultaneous mode of answering, however, has\\nits uses. A few questions answered in concert, now\\nand then, will enliven a class and tend to increase\\nthe interest in the recitation. Any lessons or parts\\nof lessons that are intended to be committed to\\nmemory in a certain order, as the Tables, Declen-\\nsions, and Conjugations, may be recited in this mode\\nwith considerable advantage. The same is true to\\neven a greater extent with the training exercises in\\nReading and Vocal Music. Still, even in these cases\\nthe teacher must frequently address questions to\\nindividuals in order to ascertain that all are making", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0232.jp2"}, "231": {"fulltext": "RECITATION. 2vj5\\nsure progress, and to guard them from the danger\\nof forgetting that each is responsible for himself.\\nThey may be given promiscuously. When conduct-\\ning a recitation according to this mode, the teacher\\ncalls upon the different members of his class to\\nanswer, without regard to any particular order. If\\nthere is reason for it, he may assign more questions,\\nor harder ones, to some pupils than to others but\\nhe must treat all with the most strict impartiality.\\nFor the ordinary purposes of a recitation, and for\\ngeneral reliability, this mode of answering is un-\\ndoubtedly better than those which have been pre-\\nviously named. It concentrates the attention of\\nthe class upon the work of the recitation, it compels\\npupils to study all parts of the lessons with the same\\ncare, it makes each one responsible for his own\\nwork, and enables the teacher to make the n# st\\nadvantageous distribution of his questions. If it\\nbe desirable to have a head and a foot to a class, or\\nplaces of honor, the records of the recitations which\\nshould be kept by the teacher will enable him to\\nassign places to its members according to their rela-\\ntive scholarship.\\nThere are several modifications of the promis-\\ncuous mode of answering questions which must be\\nnoticed.\\nThe first modification is that in which the ques-\\ntion is stated without designating any one to an-\\nswer it, but with the expectation that all who think\\nthey can do so will raise their hands, and then the\\nanswerer is selected from among them. If pupils\\nalways would or could report their knowledge cor-\\nrectly, this mode might enable a teacher to see at a", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0233.jp2"}, "232": {"fulltext": "206 THE EMPLOYMENTS OF THE SCHOOL.\\nglance who could answer and who could not but,\\nin most classes, teachers will find, upon experiment,\\nsome modest and conscientious pupils who think\\nthey can answer hut who are afraid they cannot,\\nand do not therefore raise their hands and others\\nwho raise their hands without having the most sub-\\nstantial data upon which to base the conclusion that\\nthey are able to give the correct answer. Besides,\\nit is not best for a teacher to seem to take it for\\ngranted that any member of a class is not prepared\\nto recite.\\nThe second modification is one in which a ques-\\ntion is put and the answerer selected from among\\nall the members of the class. This mode gives the\\nteacher more freedom in the distribution of his\\nquestions, and obviates the objections just named\\na#applicable to the preceding mode. If the first\\none called upon fail to answer, it may be well to\\npermit all others who feel prepared to raise their\\nhands.\\nThere is a third modification of the promiscuous\\nmode of answering questions. In this, the teacher\\ncalls upon a member of the class, who responds by\\nrising or taking a designated seat, when the teacher\\nproceeds to put a series of questions to him, or to\\nassign him a topic for discussion, and, being satis-\\nfied, calls upon another. This made is thorough\\nand searching. It is well adapted to reviews and\\nexaminations. The objection to it is that it does\\nnot sufficiently distribute the work of the recitation\\nto secure the highest interest in the class.\\nFollowing a fourth modification, the teacher puts\\nno direct questions, at least in the beginning, but", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0234.jp2"}, "233": {"fulltext": "RECITATION. 20?\\ncalls upon some one to state the subject of the lesson,\\nanother to commence the recitation, a third to con\\ntinue it, a fourth to follow, and so on until the matter\\nunder consideration has been exhausted, each being\\nstopped, criticized, and corrected at any point where\\nthe teacher deems it expedient. Such a class is\\nalmost a self-working machine, the teacher merely\\nmentioning the names of those who recite and those\\nwho volunteer comments or criticisms. It is very\\nevident, however, that this mode strictly applied\\nwould prevent a class from receiving any help from\\nthe teacher during the recitation, and that it is only\\nadapted to advanced classes under peculiar circum-\\nstances. It answers a very good purpose in reviews.\\nThey may be given in writing.\u00e2\u0080\u0094 In all that has been\\nsaid in regard to modes of answering questions,\\npupils have been supposed to give their answers\\norally. It is proper to add that the answers may be\\nwritten, and given consecutively, simultaneously, or\\npromiscuously, with only those changes which are\\nnecessitated by the difference between writing and\\nspeaking. For example, in a Mathematical recita-\\ntion, each pupil in turn may be assigned a problem\\nto solve, all may be required to solve the same pro-\\nblem at the same time and to announce the result\\ntogether, or any one may be called upon to solve a\\nparticular problem.\\nWhen the principal object is to examine a class,\\nthe whole subject-matter intended for the examina-\\ntion may be submitted to each member, and all be\\nassigned the same task with respect to it. The work\\nwhen done should be handed to the teacher. To\\nmake the result a fair test of knowledge or skill,", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0235.jp2"}, "234": {"fulltext": "208 THE EMPLOYMENTS OF THE SCHOOL.\\neach member of a class must perform his own work.\\nWhen thus done, there is no other method by which\\na class can be examined with so much accuracy. It\\ngives time for thinking, and time to find fit words\\nby which to express the thought.\\nIn ordinary recitations, the Written mode of an-\\nswering questions is open to some objections. It\\nrequires too much time to write the answers, the\\nteacher cannot so readily explain difficult points or\\nmake suggestions, the pupil loses the opportunity\\nof practice in speaking, though he gains in the\\nopportunity of practice in writing, and the recita-\\ntion itself is necessarily devoid of that interest and\\nflow of feeling which go so far to secure its objects.\\nThese objections only apply to this mode when used\\nby itself; for in connection with the oral methods\\nof answering, it is highly valuable. There is no\\nlesson that does not contain questions the answers\\nto which cannot be written on blackboards, and\\nmany lessons can be most conveniently recited in\\nthis way. Blackboards can be used in spelling, in\\nsolving problems, in writing definitions, and in giving\\nanalyses of subjects, forms of paradigms, and lists\\nof examples. Teachers can often economize the\\ntime of a recitation by having some members of a\\nclass use the blackboard in answering questions,\\nwhile others recite orally.\\nThe pupil, in answering questions,\u00e2\u0080\u0094\\nShould make them proper as to matter, form, and\\nmode. What is proper in the matter, form, and\\nmode of answers has already been indicated, so\\nfar as it could be done by the statement of the\\ngeneral principles relating to the subject. Detailed", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0236.jp2"}, "235": {"fulltext": "RECITATION. 209\\ndirections are left to the teacher, as they must be\\nvaried by the varying circumstances in which reci-\\ntations take place.\\nShould be attentive, respectful, and adopt a becoming\\nposition. ISTo pupil can recite well who does not\\nhave his mind occupied with the subject. He is in\\ndanger of misapprehending the questions asked\\nhim, or of saying things in answer which have no\\nbearing upon them. It needs only to be stated, to\\nsecure universal assent, that a pupil while reciting\\nshould be respectful towards his teacher and class-\\nmates. A pupil in answering questions should\\ngenerally stand. To sit may be proper in some\\ncases; but no ungraceful posture should be tole-\\nrated.\\n4th. Correcting Errors. Answers to questions may\\nbe either wholly wrong or partly wrong. In both\\ncases they should be corrected. A pupil who com-\\nmits an error in reciting may have it corrected by\\nhis classmates or by the teacher. This necessitates\\na twofold division of the subject: first, the correction\\nof errors by the pupils second, the correction of errors\\nby the teacher.\\nIf a pupil who is reciting makes a mistake, several\\nadvantages arise from allowing his classmates to\\ncorrect him if able to do so. It enlists the attention\\nof the class more closely. It creates more interest\\nin the recitation. It gives opportunity for industry\\nto exhibit its fruits, and for ambition to distinguish\\nitself. It enables the teacher to distribute more\\nequally the matter of the recitation, and to test\\nmore accurately the power of the class. The teacher\\nmay hold all the members of a class responsible for", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0237.jp2"}, "236": {"fulltext": "210 THE EMPLOYMENTS OF THE SCHOOL.\\nthe mistakes of any one of them that is, he may\\ncount the question missed by one as missed by all\\nunless they volunteer a correction.\\nThe danger of class-criticism is that it may create\\nill feeling among the members of a class-, but\\nagainst this a judicious teacher can always guard\\nby promptly checking any approach to it.\\nIf his classmates cannot correct a wrong answer\\ngiven by a pupil, the teacher must do so and,\\nbesides, it is his duty to inquire into the causes\\nwhich induced the mistake. It might be remarked,\\nhowever, that it is sometimes useful to refer ques-\\ntions, or to postpone an answer to them, until the\\npupils have made some additional investigations.\\nSuch is particularly the case when the inability to\\nanswer arises from either a want of time or a want\\nof inclination to study.\\nWhen the teacher corrects an answer, he should\\ngive no more of it than is sufficient to suggest the\\nrest to the pupil s mind. His language should be\\nplain, and his manner pleasant. A wrong answer\\nmay result from an improper question, or an im-\\nproper manner of putting it and, if so, the teacher\\nmust correct his own fault before he can expect to\\ncorrect the fault of his pupil. It may result from\\ntimidity then the teacher must endeavor to\\nstrengthen the pupil s confidence in himself. It\\nmay result from an unwillingness to answer and in\\nthat case, such a course should be pursued as to\\ncause the pupil to change his mind. It may result\\nfrom a want of disposition to study; the proper\\nremedy then is to apply means to increase that dis-\\nposition. It may result from inability and, if so,", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0238.jp2"}, "237": {"fulltext": "RECITATION. 211\\nthe teacher must render judicious help. To know\\nexactly when and how to correct the answers of\\npupils at a recitation, requires much judgment.\\n4. The Preparation for the Recitation. With\\na knowledge of the Objects of the Recitation, the\\nRequisites of the Recitation, and the Methods of\\nconducting a Recitation, we are ready to make in-\\nquiry concerning the preparation necessary to effect\\nthese objects, supply these requisites, and conform\\nto these methods. We shall want to know\\n1st. The Preparation the Pupil needs for the Recitation,\\n2d. The Preparation the Teacher needs for the Recitation.\\n1st. The Preparation the Pupil needs for the Reci-\\ntation. The pupil must study the matter of the lesson.\\nThis is the main purpose for which lessons are as-\\nsigned. It is necessary in order to give correct\\nanswers to questions concerning it. This matter\\nshould not always be confined to that which is con-\\ntained in the text-book, but may extend to that\\nwhich is to be found in other books, or that which\\nmay be obtained by original investigations. The\\nrelations of one lesson to those which have preceded\\nit can never be safely overlooked in preparing for a\\nrecitation. Something may be gained by the pupil\\nfrom suggestions by the teacher in reference to the\\nmanner of preparing a lesson. I have always suc-\\nceeded best by first securing a general view of a\\nsubject or a general understanding of it, and then\\na mastery of its details. The subject-matter usually\\nassigned as lessons for pupils consists of facts,\\naxioms, definitions, or reasonings. Facts can be\\nlearned best by classifying them according to the\\n20", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0239.jp2"}, "238": {"fulltext": "212 THE EMPLOYMENTS OF THE SCHOOL.\\nlaws of association. Axioms and definitions im-\\npress themselves more deeply upon the memory\\nwhen applied or illustrated. Processes of reason-\\ning must be understood to be remembered or to\\nserve any useful purpose. The statement of facts\\nor the evolution of principles should be given in the\\npupil s own language.\\nIt may be proper to say a word here in regard to\\nthe propriety of the teacher s giving assistance to a\\npupil in preparing his lessons. More mistakes have\\nbeen made by teachers in giving too much help at\\nsuch times than too little. It economizes time to\\nrender such help at the recitation for in all proba-\\nbility the same difficulty will occur to more than one\\nmember of the class. In this way, too, the class may\\nbe made to teach itself, a thing always desirable.\\nBut pupils sometimes need assistance in preparing\\na lesson. A point in the solution of a problem, a\\nword in the construction of a sentence, may effect-\\nually block the pupil s pathway in the preparation\\nof his lesson and the teacher may remove the dif-\\nficulty, or, what is better, aid the pupil in removing\\nit. For this purpose a time should be provided in\\nthe school-programme. It should be remembered,\\nhowever, that whatever a pupil can do for himself\\nin a reasonable amount of time, he should be\\nallowed to do.\\nThe pupil must prepare to place his answers in proper\\nform. Elsewhere the forms of answers have been\\nconsidered, and it is very evident, from what is there\\nsaid, that these forms require study. True, the\\nquestions are often unknown but then they can\\nbe pretty easily imagined. When topics are assigned", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0240.jp2"}, "239": {"fulltext": "RECITATION. 213\\nfor discussion, problems for solution, or definite\\nexercises for preparation, the forms of the answers\\ncan be fully studied. The pupil cannot be too care-\\nful in the work of acquiring the use of good lan-\\nguage.\\nThe pupil must prepare to assume a becoming posi-\\ntion, manner, and deportment daring the recitation.\\nWhat is proper in these respects was mentioned in\\nanother place. I speak of the matter in this con-\\nnection only in order to say that these requirements\\ncannot be generally complied with unless some pre-\\nparation is made. Gracefulness of person, polite-\\nness of manners, and propriety of deportment, may\\nbe natural to some; but many, if not all, can acquire\\nthem. Pupils should avoid rudeness, roughness,\\nand awkwardness everywhere; but these faults\\nappear to most disadvantage in the recitation, and\\nthere, at least, all should endeavor to regulate their\\nappearance and their conduct according to the prin-\\nciples of good taste.\\nThe pupil must go to the class-room in a teachable\\nspirit The value of a recitation depends greatly\\nupon the spirit with which pupils receive instruction.\\nIf they attend the recitations reluctantly, listen to\\nthe teacher impatiently, be restless while classmates\\nrecite, and reckless as regards the manner in which\\nthey recite themselves, and, when the recitation-\\nhour has expired, hurry away to some scene of plea-\\nsure or place of mischief, progress in learning will\\nbe an impossibility. Pupils likes and dislikes, in\\nthe same way as the likes and dislikes of other\\npeople, are very much under their own control. If\\nthey do not like study in general, or a study in par-", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0241.jp2"}, "240": {"fulltext": "214 THE EMPLOYMENTS OF THE SCHOOL.\\nticular, they can make themselves like it. The\\nspirit was intended to control the flesh. What is\\noften attributed to a want of ability is a want of\\nwill. The receptivities of our mental nature, no les3\\nthan its activities, need culture. Preparation to re-\\nceive a lesson must be made, as well as preparation\\nto recite one.\\n2d. The Preparation the Teacher needs for the Reci-\\ntation, The teacher must assign proper lessons. It\\nis evident that a lesson ought not to be too difficult\\nnor too easy for the pupils who are expected to pre-\\npare it. To assign it properly, the teacher must con-\\nsider the capabilities of the class, the nature of the\\nsubject-matter of the lesson, and the time the pupils\\nwill have for preparation. A teacher can know the\\ncapabilities of his class only by close observation at\\nthe recitation, he can acquaint himself with the\\nnature of the subject-matter of the lesson only by an\\nexamination of it prior to its assignment as a lesson,\\nand the time at the disposal of a class for the pre-\\nparation of a lesson can only be ascertained when\\nestimated in connection with the time which its\\nmembers must devote to other objects.\\nThe teacher must make himself familiar with the\\nsubject-matter of the lesson. Merely to ask questions\\nfrom a book, or to depend upon the help of a book\\nto know whether an answer is correct or otherwise,\\nis not teaching. No one can teach another what he\\ndoes not know himself. The more familiar a teacher\\nis with a subject, other things being equal, the better\\nhe can communicate a knowledge of it to others.\\nThis knowledge on the part of the teacher of what\\nhe attempts to teach should extend as far as possible", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0242.jp2"}, "241": {"fulltext": "RECITATION. 215\\nbeyond what is contained in the text-book used.\\nText-books generally present but a mere outline of\\nthe several branches of instruction. The teacher\\nmust prepare himself to fill up this outline, to ex-\\nplain, illustrate, and add to the lesson. Mental\\ngrowth depends more upon what is suggested by\\nthe text-book than what is learned from it.\\nThe teacher must arrange the subject-matter of the\\nlesson into proper questions, both as regards matter and\\nform. From what was previously said, it can readily\\nbe seen that some preparation is necessary in order\\nto frame such questions. A teacher ought not to\\ntrust to the inspiration of the moment or to his\\ngeneral knowledge of the subject he is engaged in\\nteaching for the selection of matter for his ques-\\ntions or for their expression in verbal forms. Clumsy,\\nunmeaning questions confuse the pupils and vitiate\\ntheir taste. The shrewd lawyer prepares himself\\nwith reference to the points of law and fact involved\\nin his client s cause the wise clergyman makes\\nhis sermons bear specially upon the weaknesses, the\\nfollies, and the sins of his congregation; the skilful\\nphysician would be ashamed not to study the pecu*\\nliar symptoms of a disease submitted to him for\\ntreatment so the teacher who is awake to the in-\\nterests of his class makes like preparation as regards\\nthe questions he proposes to ask, and the manner of\\nasking them.\\nThe teacher must choose a mode of reciting, and select\\nthe necessary apparatus for conducting the recitation.\\nThe mode of reciting will depend upon the nature\\ncf the lesson; and no teacher can afford to allow\\nit to be determined by chance. Apparatus is fre-\\n20*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0243.jp2"}, "242": {"fulltext": "216 THE EMPLOYMENTS OF THE SCHOOL.\\nquently needed for conducting recitations, maps,\\ncharts, models, cards, philosophical and chemical\\napparatus, c. All this ought to be procured and\\nset in order before the recitation begins.\\nThe teacher must observe the proprieties of person\\nand manner during the recitation. What these pro-\\nprieties are has been stated in another place here\\nit is only proper to say that the teacher must make\\npreparation to observe them. Nowhere else does\\nthe teacher come in such close contact with his\\npupils as at the recitation, and nowhere else can\\nhis example in dress, in position, in manners, in\\nhabits, have so great an influence. Let the teacher\\nprepare to meet his class like a gentleman, and the\\nsilent influence of his cultured manners will teach\\nlessons as valuable as those gained from books.\\nIII. Exercise. In every well-regulated school,\\nthe pupils are allowed to employ a part of their\\ntime in taking exercise. No lengthened argument\\nwill be entered upon here to show the value of such\\na provision but it may be stated\\nThat exercise is necessary to health. The results of\\ncommon observation, as well as the investigations\\nof physiologists, attest the truth of this proposition.\\nConfine a child, forbid him exercise, and sickness\\nis almost inevitable. Without exercise, all the\\norganic functions of the body are impeded in their\\naction. The digestive organs are weakened, the\\ncirculation goes on slowly, the nervous system be-\\ncomes deranged, the vital forces are diminished\\nand, as a consequence, disease may fasten upon the\\nbody and cause it to sink under its effects. It needs", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0244.jp2"}, "243": {"fulltext": "EXERCISE. 217\\nnot that instances be given when all have witnessed\\nthem.\\nThat exercise is necessary to strength. We need\\nphysical strength to enable us to work efficiently.\\nWork must be done forests must be cut down,\\nroads must be opened, mountains must be tun-\\nnelled, canals must be dug, bridges must be erected,\\ncities must be built, shelter, food, and clothing\\nmust be obtained, our country must be defended\\nand all this requires strong arms. Vigorous, healthy\\nmen are necessary to make a great nation and such\\ncannot be had if the young enjoy no opportunity\\nof exercising. Only a whole man is capacitated\\nto perform in the best manner the tasks of life.\\nExercise toughens the muscles, hurries the blood\\nwith its freight of rich nutriment through the\\narteries, enlarges the lungs, and invigorates the\\nwhole system. What length of hair was to Samson,\\nexercise is to common men.\\nThat exercise is necessary to study. Good health and\\nstrength of body are necessary to study; and there-\\nfore exercise, which is essential to both, must be so.\\nA sound mind can be found only in connection with\\na sound body. Some of the plainest facts of Phy-\\nsiological Science are those which exhibit the sym-\\npathy between mind and body. A weak or diseased\\nbody affects the mind, and a weak or diseased mind\\naffects the body. It follows that the exercise of the\\nbody tends to promote success in study. The same\\nprinciple might be proven by other facts. Experience\\nhas everywhere shown that students who confine\\nthemselves closely to their rooms, who take no ex-\\nercise, make in a series of years less progress than", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0245.jp2"}, "244": {"fulltext": "218 THE EMPLOYMENTS OF THE SCHOOL.\\nothers who, at proper times, and in a proper manner,\\nrelieve their minds weary from study, and refresh\\ntheir spirits hy exercising the body. The body does\\nnot need rest more than the mind, and physical\\nexercise renews mental strength.\\nExercise as taken at school consists of two kinds\\nand the discussion concerning it may be divided\\ninto two parts\\n1. Unregulated Exercise.\\n2. Regulated Exercise.\\n1. Unregulated Exercise. By Unregulated Ex-\\nercise is meant those games or plays which children\\ncontrive for themselves, or in which they engage of\\ntheir own accord. Plato said, The gods are the\\nfriends of amusement; and any one who studies\\nthe nature of children will find that play is almost\\nas necessary to them as breathing. The young of\\nall animals are fond of play. It is a common in-\\nstinct. Through the air, upon the earth, and in the\\nwaters, they have their sports and gambols, and\\nmake of the beginning of life its mirth-time.\\nChildren, at home and at school, must be allowed to\\nplay. God did not implant within them the strong\\nsportive instinct which they manifest, without a\\npurpose. Its gratification is necessary to health,\\nstrength, and intellectual and moral development.\\nIt is wonderful how much children learn from one\\nanother in play. An afternoon spent by a child\\nwith fit companions is worth more to him than\\ndays passed alone with teachers and books. From\\nhis playfellows a child takes his manners, acquires", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0246.jp2"}, "245": {"fulltext": "EXERCISE. 219\\nhis habits, adopts his opinions, and imbibes his\\nprinciples. Mothers who notice sudden changes in\\nthe disposition and character of their children will\\nprobably find this to be the cause. Children must\\nplay. It is cruel to deprive them of it. Put a\\nwatchful care must be exercised as to where, when,\\nand how they play. What it is desirable to say\\nfurther upon this subject may be embraced under\\nthe following heads\\n1st. The Place for Play.\\n2d. The Times for Play.\\n3d. The Manner of Play.\\n4th. The Teacher at Play-time.\\nThe Place for Play. Connected with every school,\\nthere should be places for play. Elsewhere, school-\\ngrounds adapted to this purpose have been described.\\nIn good weather, all playing should be done in the\\nopen air but a place for play in bad weather should\\nbe provided. This provision can be best met by\\nhaving in our country school-houses a basement story\\narranged for the purpose. The grounds connected\\nwith Boarding-Schools should be sufficiently large\\nto admit of games of ball, cricket, sliding, skating,\\nswimming, rowing, c. Pupils will furnish them-\\nselves with much of the apparatus needed in play,\\nbut it is not at all amiss for the school-authorities to\\nassist them.\\nThe Times for Play.\u00e2\u0080\u0094 In Primary Schools, or Un-\\ngraded Schools which are attended by pupils under\\nthe age of ten years, one-third, if not one-half, of\\nthe school-day should be devoted to play. All", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0247.jp2"}, "246": {"fulltext": "220 THE EMPLOYMENTS OF THE SCHOOL.\\nschools should devote a considerable time to the\\nsame purpose. The authorities of Boarding-Schools\\nand Colleges sometimes permit certain days to he\\nset apart for particular games, or games between\\nparticular parties and it is my opinion that they\\ndo wisely. I am sure that a well-contested game\\nof cricket or base-ball, now and then, does more to\\nmake men than the few lessons that might be re-\\ncited during the playing. The exact hours or days\\nthat should be devoted to play must be determined\\nby each teacher for himself. The only principle\\nthat need be stated is that periods of work should\\nalternate with periods of play.\\nThe Manner of Play. The word play is used here\\nto denote all kinds of games, sports, and amuse-\\nments in which the young engage; and they con-\\nstitute a very great number. It is not necessary to\\ndistinguish the different kinds, or to describe in\\ndetail the manner of playing. Play is unrestrained\\nactivity the end of which is a delight in itself; it\\ntherefore must be left free. It is best for school-\\nchildren to engage in plays that require physical\\nexertion, since after sitting in the school-room the\\nbody needs exercise. Plays at school should always\\nbe so conducted as not to annoy those who live\\nneighbors to the school, either by unpleasant noises\\nor trespasses upon property. Good taste can be\\nshown in play and this will banish from the school\\nplay-ground all sports and games that are rude,\\nrough, or unchaste. All plays that endanger the\\nmorals of the young, or that are apt to lead them\\ninto bad habits, should be prohibited. In this cate-\\ngory are found games of chance, such as card-play-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0248.jp2"}, "247": {"fulltext": "EXERCISE. 221\\ning, matching or pitching pennies, and even marbles,\\nwhen each party engaged in the game keeps what\\nhe wins. I am well satisfied that a play-ground\\nproperly managed may be made an excellent school\\nfor character. What is wanting in the discipline\\nof the school-room may be supplied here. It is\\nsociety in miniature and plays can be so directed\\nas to make pupils energetic, manly, polite, generous,\\nhonest, and truthful. Indeed, the weeds that are\\nso apt to spring up in the untilled garden of the\\nchildish heart are here best rooted up, and their\\nplace supplied with good seed but it must also be\\nremembered that evil companions, enemies, are ever\\npresent to sow tares among the wheat.\\nThe Teacher at Play-time. I think it is no less a\\nteacher s duty to be with, his pupils while at play\\nthan it is to meet them at the recitation. I know\\nthat some schools are so organized that the discharge\\nof this dutjr is impossible but in that case the au-\\nthorities who control the organization are respon-\\nsible for its non-performance. Whenever a teacher\\ncannot be with his pupils at play, he should still\\nexercise as much supervision over them while thus\\nengaged as may be practicable.\\nOn the play-ground the teacher should so act as\\nto make his presence welcome. He should not be\\na restraint upon the play. The fun should be greater\\nbecause he is by. The merry frolickers should feel\\nthat they enjoy his hearty sympathy. His presence\\nmay elevate and chasten; but .stiff dignity and\\ncrusty criticism are wholly out of place.\\nThe teacher may take part in the plays of his\\npupils. In no other way can he study their charac-", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0249.jp2"}, "248": {"fulltext": "222 THE EMPLOYMENTS OF THE SCHOOL.\\nter so advantageously, and I am led to think that in\\nno other way can he do them so much good. There\\nis scarcely a better test of a good teacher than that\\nhis pupils like to play with him. When thus taking\\npart, he will naturally make suggestions as to the\\ndirection of the play, but should never assume pri-\\nvileges not accorded to his position as a participant\\nin it.\\nA teacher will find it bad policy to reprove or\\npunish on the play-ground. It may be necessary to\\nstop a play, or to deny a pupil the privilege of par-\\nticipating in one but this will occur very seldom.\\nIt is best for the teacher on the play-ground to\\nappear in an unofficial capacity. He may direct\\nand advise, but should seldom command. He may\\nteach there by his presence, by his example but\\nprecepts are generally better suited to the school-\\nroom. His principal object ought to be to observe,\\nto study the character of his pupils, for the purpose\\nof turning the information obtained to good account\\nelsewhere. If he notice any thing wrong or im-\\nproper, the offenders should be treated with pri-\\nvately.\\n2. Regulated Exercise. In addition to the exer-\\ncise which is voluntarily taken at school in the form\\nof play, there is, many times, a necessity for a course\\nof systematic physical training. This necessity,\\narises from the fact that many pupils among those\\nwho most need it will not take exercise of their\\nown accord and from the fact that regulated ex-\\nercises can be made better to secure an equal and\\nharmonious development of the different organs of\\nthe body. The moral advantages arising from play", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0250.jp2"}, "249": {"fulltext": "EXERCISE. 223\\nare of higher value than any which can be derived\\nfrom systematic gymnastics; but the latter are better\\ncalculated to give perfection and strength to the\\nbody and quickness and grace to its movements.\\nBoth seem indispensable.\\nI do not advocate the introduction of physical\\ntraining into our schools for the purpose of develop-\\ning the human body to its greatest strength, for the\\npurpose of making men like Dr. Windship, who can\\nlift a ton or more, for the time and trouble re-\\nquired to do it might be devoted to a better object,\\nbut for the purpose of keeping the body in a healthy\\ncondition and fitting it for its highest uses. For\\nwant of such training, a large proportion of the\\nhuman family are weak and sickly, unable to per-\\nform the work of life, and subject to an early death.\\nWithout going into detail, the subject under\\nconsideration will be treated of in the following\\norder\\n1st. The Place for Exercising.\\n2d. The Times for Exercising.\\n3d. The Manner of Exercising.\\n4th. The Teacher at the Exercises.\\nThe Place for Exercising. When instruction is\\ngiven in skating, swimming, rowing, riding on\\nhorseback, c, nothing more definite can be stated\\nwith reference to the place for exercising than that\\nit should be suitable for the purpose.\\nIn fair weather the school-grounds may be used\\nfor various gymnastic exercises. Military drills,\\nwhen deemed proper for introduction into schools,\\nare best conducted out-of-doors and, indeed, most\\n21", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0251.jp2"}, "250": {"fulltext": "224 THE EMPLOYMENTS OF THE SCHOOL.\\nof the apparatus of our gymnasiums can be erected\\nand used almost as well in a yard as in a room.\\nThe difficulty in the way is that it soon decays when\\nexposed to the weather and rain, snow, and cold\\nprevent the use of it in exercising, many times,\\nwhen exercise is most needed.\\nThe school-room may be used as a place for exer-\\ncise, if care be taken to engage only in such exer-\\ncises as do not raise the dust from the floor or dis-\\nturb the furniture. In most of our ungraded country\\nschools, teachers have no other resource but, by\\nstationing their pupils properly about the room, they\\ncan have them go through with vocal gymnastic\\nexercises, and exercises calculated to expand the\\nlungs and strengthen the muscles of the neck, chest,\\nback, arms, c. The employment of such simple\\napparatus as dumb-bells and wands will occasion no\\ninconvenience. JSTo one who has not used them can\\nestimate fully the value of such exercises, when\\ntaken at proper intervals during days when pupils\\nwould otherwise be confined to the school-room.\\nA room specially arranged for the purpose and\\nsupplied with suitable apparatus is, of course, the\\nbest place in which to conduct the exercises neces-\\nsary in systematic physical training. No detailed\\ndescription of such a room can here be given but\\nit may be said that it should be amply large to ac-\\ncommodate those who are to practise their exercises in\\nit, well lighted, well ventilated, and properly heated.\\nGreat care should be taken to keep it free from dust.\\nMany of the most appropriate exercises for schools\\nadmit the accompaniment of music and a school-\\ngymnasium would be very incomplete without a", "height": "3365", "width": "2046", "jp2-path": "schooleconomytre00wick_0252.jp2"}, "251": {"fulltext": "EXERCISE. 225\\npiano. As to other apparatus, if the gymnasium he\\nintended for hoth sexes, the hags, dumb-bells, wands,\\nrings, c, as arranged by Dr. Lewis, are decidedly\\nthe most appropriate but if for boys alone, it may\\nbe well, in addition, to provide some of the appa-\\nratus used in common gymnasiums, for leaping,\\nclimbing, lifting, balancing, c. c.\\nThe Times for Exercising. Every good teacher has\\na fixed time for hearing the recitations of each class\\nand if he intends to subject his pupils to a system-\\natic course of physical training, he will find it equally\\nnecessary to appoint regular times for doing it.\\nWeak muscles cannot be made strong, stooped\\nshoulders cannot be made erect, narrow chests can-\\nnot be made broad and deep, without going through\\na regular and methodical series of exercises. The\\nexact hour of the school-day when such exercises\\nshould be engaged in must depend upon the cir-\\ncumstances of the school. For a day-school, per-\\nhaps the middle of the forenoon and the middle of\\nthe afternoon sessions would be the most appro-\\npriate times; and for a Boarding-School, in the\\nmorning before the school regularly opens, and in\\nthe evening after it regularly closes. It is unwise\\nto engage in violent exercises immediately after\\nmeals; and the exercises ought never to be pro-\\nlonged beyond a reasonable length.\\nThe Manner of Exercising. To describe in full\\ndel ail the various kinds of exercises practised in\\ngymnasiums would require volumes, and, of course,\\niio attempt will be made to do so here. A few\\ngeneral remarks only will be made; and those who\\nwould investigate the matter further must have", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0253.jp2"}, "252": {"fulltext": "226 THE EMPLOYMENTS OF THE SCHOOL.\\nrecourse to books which treat specially upon this\\nsubject.\\nThe principal object of physical training is to\\nsecure strength of body combined with quickness\\nand grace of movement. An increase of mere\\nanimal strength is not what is wanted horses,\\noxen, steam-machinery, are designed to do our\\nheavy pulling and lifting. Nor is it ability to\\nperform wonderful feats: a circus-rider cannot be\\nregarded as the highest type of a man. All our\\nenergy should not be spent in training the body,\\nany more than in developing the mind. The body\\nmust be made strong and tough, but not at the\\nexpense of beauty of form or of quickness and\\ngrace of movement; and no corporeal perfection\\nought to be coveted, if its attainment tends to weaken\\nthe mind. These principles admitted, the manner\\nof exercising should be controlled by them. Light\\napparatus that admits of quick handling is more\\nappropriate for school-gymnasiums than that which\\nis heavy and can be moved only with effort.\\nGymnastic exercises for beginners should be very\\nsimple, and such as require little exertion to perform\\nthem. As soon as these can be performed with\\nease, others more difficult may be introduced. A\\nseries of exercises should be progressive in diffi-\\nculty. It should be remembered, also, that over-\\nexertion is more hurtful than a neglect of exercise.\\nA system of gymnastics should comprehend\\nmeans for the training of all the muscles of the\\nbody. The most perfect system, probably, is that\\nof the Swedish gymnast Ling. Dr. Dio Lewis has\\n-done more than any other American to invent appa-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0254.jp2"}, "253": {"fulltext": "EXERCISE. 227\\nratas suitable for persons of all ages, and especially\\nfor pupils of both sexes in our schools. If I were\\nselecting apparatus for a school-gymnasium, I would\\nprocure almost all the articles he has invented, with\\nperhaps a few of those used in ordinary gymnasiums.\\nBy means of such exercises as are described in the\\nworks of Ling, Lewis, and others, it is practicable\\nfor a teacher to conduct his pupils through a sys-\\ntematic course of physical training; at least, me-\\nthods of physical education are not more difficult\\nto understand than methods of mental education.\\nExercises in a gymnasium should be taken, as far\\nas possible, in the form of games or play. Profit\\nmay be derived from these exercises when taken\\nby oneself, but much more if in company with\\nclassmates or friends, and accompanied with music,\\nconversation, and merriment. Dancing, when pro-\\nperly regulated, is no less useful than beautiful as\\na school-exercise.\\nThe dress worn by persons exercising should be\\nsuch as to permit the free movement of every part\\nof the body and the unimpeded handling of the\\napparatus. Good taste would dictate that all the\\nmembers of a class should dress alike but, of\\ncourse, this adds nothing to the value of the exer-\\ncises.\\nThe Teacher at the Exercises. Mere practice in a\\ngymnasium without end or method will prove very\\ndull and quite unprofitable. In nothing is there\\nmore need of system than in physical culture and\\nto have system in a school-gymnasium, the teacher\\nmust direct the exercises. He must adopt a plan,\\nselect articles of apparatus, and determine the\\n21*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0255.jp2"}, "254": {"fulltext": "228 THE EMPLOYMENTS OF THE SCHOOTi.\\nmethods of using them. He must make prepara-\\ntion as he would do to teach some branch of learn-\\ning, and must require his pupils to attend the class\\nas regularly and hold them as well in command as\\nat an ordinary recitation. Indeed, the teacher in\\nthe gymnasium should evince the same qualities\\nthat give him success in the school-room.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0256.jp2"}, "255": {"fulltext": "CHAPTEE IV.\\nTHE GOVERNMENT OF THE SCHOOL.\\nGovernment is that system of laws or principles\\nby which a sovereign controls his subjects; and it\\nis founded upon the relation existing between them.\\nFor the existence of a government of any kind, a\\nruler, those who are ruled, and reciprocal duties\\ngrowing out of these relations, are necessary con-\\nditions.\\nIn Divine government, the Sovereign is God, and\\nthe subjects are mankind; in state governments,\\nthe sovereign is the authority in which are vested\\nthe Legislative, Judicial, and Executive powers, and\\nthe subjects are the inhabitants of the state; in\\nfamily government, the sovereigns are the parents,\\nand the subjects are the children and servants and\\nin school-government, the sovereign is the teacher,\\nand the subjects are the pupils.\\nThe end of Divine government is primarily to\\nsecure to the Sovereign the love and reverence of\\nHis subjects. We cannot for a moment suppose\\nthat God would be satisfied with an outward obe-\\ndience to His laws. He desires that we should act\\nfrom pure motives, should give Him our hearts,\\nshould leave all and follow Him.\\nThe end of state government is to secure public\\norder. If a citizen commit no overt act against any\\n229", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0257.jp2"}, "256": {"fulltext": "230 THE GOVERNMENT OF THE SCHOOL.\\nother citizen or against the state, no matter how\\nbad his thoughts or intentions may be, the state is\\nsatisfied; for it does not aim to purify men s hearts,\\nbut only to punish their unlawful deeds.\\nThe end of parental government is to secure order\\nin the family through affection. A good parent\\nseeks to be obeyed, but he wants that kind of obe-\\ndience which springs from love. The aim of parental\\ngovernment combines that of Divine government\\nand that of state government. In the family are\\ndesigned to be trained good citizens and good\\nmen.\\nSchool-government is family government trans-\\nferred to the school. Its end is the same. The\\nteacher takes the place of the parents.\\nWhat it is proposed to say on School-Government\\nmay be embraced under the following heads\\nI. School-Ethics.\\nII. School-Retributions.\\nIII. School-Legislation.\\nIV. School-Administration.\\nBy a close examination, it will be seen that these\\nsubjects follow one another in a logical order, and\\nthat the classification is exhaustive.\\nIf a teacher is unacquainted with the rights and\\nduties of his pupils or his own, he cannot know how\\nto adjust the affairs of the school, cannot have a\\nbasis upon which to establish school-laws or admi-\\nnister school-discipline.\\nThe rights of pupils must be maintained, their\\nduties must be discharged and to secure these", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0258.jp2"}, "257": {"fulltext": "SCHOOL-ETHICS. 231\\nends, the teacher will need to know what rewards\\nit will be proper for him to bestow, and what\\npunishments to inflict; or, in other words, he needs\\nto possess a knowledge of School- Retributions.\\nKnowing what is right and what is wrong in\\nschool-affairs, and knowing likewise what rewards\\nand what punishments it is proper to use in the\\nschool, a teacher must be able to adjust rewards to\\nduties performed, and punishments to duties neg-\\nlected or wrongs done, must find means for pre-\\nventing and correcting disorder, and thus legislate\\nfor the school.\\nIt is one thing to make laws, it is another to\\nadminister them. The teacher must promulgate\\nand defend his school-laws, he must decide what\\nconstitutes offences under them, and inflict punish-\\nment upon the guilty. In a higher sense, he must\\ntrain his pupils to delight in good order, and to do\\nright because it is right.\\nWith any part of this work undone or badly\\ndone, the government of the school will be just so\\nfar mere guess-work. With all of it well done,\\nschool-government can be reduced to a system\\nwhich is as complete as it is beautiful.\\nI. School-Ethics. Ethics is the science which\\ntreats of human rights and duties. School-Ethics\\nrelates to the rights and duties of persons connected\\nwith the school. The several classes of persons\\nthus engaged may be named as follows:\\n1. The Teacher.\\n2. The General School-Officers.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0259.jp2"}, "258": {"fulltext": "232 the government of the school.\\n3. The Communities that found and support\\nSchools.\\n4. The Pupils.\\nThe ethical relations of the teacher, the general\\nschool-officers, and the communities that found and\\nsupport schools, will be found discussed elsewhere\\nin this work; so that it is proper in this connection\\nto speak only of the Duties of Pupils. Besides,\\nsince it is the main object of school-government\\nto secure on the part of pupils the performance of\\ntheir duties, the statement and discussion of these\\nduties must be made specially prominent.\\nThe school-duties of pupils may be comprehended\\nunder the following classification\\n1st. Duties to Themselves.\\n2d. Duties to One Another.\\n3d. Duties to the School- Property.\\n4th. Duties to the Teacher.\\n5th. Duties to the General School- Officers.\\n6th. Duties to the School as a Whole.\\n7th. Duties to Visitors at the School.\\n8th. Duties to Society.\\n9th. Duties to God.\\nThis classification is adopted for the sake of con-\\nvenience. It might be more or less general. When\\nwell understood, indeed, a pupil s duties to himself\\ninclude all his other duties and a specific enume-\\nration of all these duties would make a very long\\nlist.\\nIt ought to be remarked that school-duties have", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0260.jp2"}, "259": {"fulltext": "SCHOOL-ETHICS. 233\\nthe same ethical basis as other duties but this is\\nnot the proper place to enter upon an investigation\\nas to what is the standard of right.\\nSome general remarks will be made upon each\\nclass of duties, without attempting to find all the\\nspecial duties included in the class.\\nDuties to Themselves. A pupil has duties to him-\\nself which the teacher must see that he discharges.\\nGenerally considered, these have respect to his\\nperson and his property. Without being fully\\naware of the consequences, the young may do that\\nwhich will impair their health, impede their pro-\\ngress in learning, or corrupt their morals. They\\nare very apt to injure their books and clothing. .All\\nsuch acts are violations of their duties to them-\\nselves.\\nDuties to One Another. Pupils have no right to\\ntake away, destroy, or injure the property of others;\\nnor have they any right to commit with respect to\\nthem an act of personal wrong. On the contrary, it\\nis their duty to respect the rights of others both with\\nregard to persons and things.\\nDuties to the School-Property. The pupils of a school\\nshould feel an interest in protecting and improving\\nthe school-property. Too often, however, it is pur-\\nloined, destroyed, or injured by them.\\nDuties to the Teacher. A pupil owes to his teacher\\nthe same duties he owes to a fellow-pupil and in\\naddition he should respect and obey him. What\\ntreason is in a state, disrespect and disobedience are\\nin a school.\\nDuties to the General School- Officers. The general\\nmanagement of schools is mostly intrusted to bodies", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0261.jp2"}, "260": {"fulltext": "234 THE GOVERNMENT OF THE SCHOOL.\\nof men, called School-Directors, School-Trustees,\\nSchool-Committees and though their relations to\\nthe pupils may not he so intimate as those between\\nteacher and pupils, yet the duties of pupils towards\\nthem are the same as to the teacher.\\nDuties to the School as a Whole. It is the duty of\\nthe pupils of a school to be regular in their attend-\\nance, to observe all its rules, and to honor it abroad\\nboth by word and deed.\\nDuties to Visitors at the School. Visitors at a school\\nmay be either friends or strangers and, in either\\ncase, they should be treated with kindness and\\nrespect. A want of such treatment on the part of\\npupils will always show a want of good breeding,\\nfor which teachers and parents are most in fault.\\nDuties to Society. All persons have certain social\\nduties which they ought not to neglect but a more\\nperfect discharge of these duties is reasonably ex-\\npected from those who are educated. If scholars\\ndo not make better citizens than ignorant persons,\\nendownents for Colleges and Academies, and taxes\\nfor Common Schools, are greatly misapplied. Scho-\\nlars ought to elevate society by precept and example,\\nand be the foremost advocates of social order.\\nPupils should be careful not to commit a wrong\\nwith reference to the persons or property of those\\nwho live near the school.\\nDuties to God. The plain interpretation of the\\nparable of the talents is that all persons will be\\nheld accountable for the proper use of their natural\\nabilities, and for the opportunities of rendering them\\navailable in the work of life. Those who enjoy the\\nprivileges of learning, therefore, owe special thanks", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0262.jp2"}, "261": {"fulltext": "SCHOOL-ETHICS. 235\\nto God for them, and have resting upon them\\nBpeeial duties towards- Him. Education increases\\nknowledge, and increased knowledge brings with\\nit increased moral responsibility. We should ex-\\npect from scholars more than from others a full\\ndischarge of their religious obligations.\\nThis brief summary of the school-duties of pupils\\nwill be followed by a statement of the offences\\nwhich they are most likely to commit. These will\\nbe arranged in classes corresponding to the classes\\nof school-duties. The use that will be made of\\nthis classification in the further treatment of the\\nsubject, renders it expedient to state it conspi-\\ncuously.\\nOffences against Themselves.\\n1. Injuries to their own property.\\n2. Injuries to their own persons.\\n3. Neglect of opportunities of learning.\\n4. Uncouth manners.\\n5. Bad habits.\\n6. Immoral conduct.\\nOffences against One Another.\\n1. Theft.\\n2. Injury to property.\\n3. Trespass upon property.\\n4. Personal injury.\\n5. False accusation.\\n6. Usurpation of rights.\\n7. Temptation to wrong-doing.\\n8. Defamation.\\n22", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0263.jp2"}, "262": {"fulltext": "236 the government of the school.\\nOffences against the School-Property.\\n1. Accidental injury or destruction.\\n2. Malicious injury or destruction.\\n3. Accessory to injury or destruction.\\nOffences against the Teacher and School-Offi-\\nCERS.\\n1. Disobedience.\\n2. Disrespect.\\n3. Conspiracy.\\n4. Injury to property.\\n5. Injury to person.\\nOffences against the School as a Whole.\\n1. Speaking evil of the school.\\n2. A general disregard of the school-regulations\\nin respect to order.\\n3. A general disregard of the school-regulations\\nin respect to study.\\n4. Irregular attendance.\\n5. Wrong or unworthy conduct.\\nOffences against Visitors at the School.\\n1. Rude treatment.\\n2. Mischievous tricks.\\n3. Injury to property.\\n4. Injury to person.\\nOffences against Society.\\n1. Disturbance of the peace.\\n2. Injury to property, or trespass upon it.\\n3. Uncivil treatment or injury of persons.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0264.jp2"}, "263": {"fulltext": "school-retributions. 237\\nOffences against God.\\n1. Disregard of the religious observances of the\\nschool.\\n2. Creating disrespect for sacred things.\\n3. Immoral speaking, profanity, vulgarity.\\n4. Immoral conduct.\\nIt is not claimed that this classification embraces\\nall the offences which may occur in school, nor that\\nsome classes do not include others; but the object\\nhad in view in making the classification, is to give\\npoint to the discussion, which is to follow, upon the\\nmeans of preventing and correcting these offences,\\nand of training pupils to guard against committing\\nthem.\\nIt is not deemed necessary to enumerate each par-\\nticular act of offence, because intelligent teachers\\ncan readily refer any given act to its own class.\\nII. School-Retributions.\u00e2\u0080\u0094 A sovereign can only\\nmake known to his subjects how well it is to obey\\nhis commands, and how bad it is to violate his laws,\\nby a system of rewards and punishments. Laws and\\nprecepts may of themselves manifest the will of the\\nsovereign; but the rewards and penalties attached to\\nthem are the only means of presenting a tangible ex-\\npression of the strength of that determination. It is\\npossible to understand our ethical relations and make\\nlaws respecting our rights and duties without attach-\\ning retributions to them; but a government that did\\nno more than this would not subserve the ends for\\nwhich governments are established, either in state or\\nin school. The sovereign authority must everywhere", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0265.jp2"}, "264": {"fulltext": "238 THE GOVERNMENT OF THE SCHOOL.\\nexhibit an unflinching purpose to carry on the work\\nof the government by rewarding virtue and punish-\\ning vice.\\nIt will be convenient to consider\\n1. Rewards for Good Conduct.\\n2. Punishments for Bad Conduct.\\n1. Rewards for Good Conduct. Nothing further\\nis contemplated in this connection than to name those\\nmeans which may be used in schools as rewards for\\ngood conduct. The adjustment of particular re-\\nwards to particular kinds of good conduct will be\\nspoken of elsewhere.\\nIn the Divine government, every good thought\\nand good deed has its appropriate reward. Be-\\nhold, the righteous shall be recompensed in the earth\\nmuch more the wicked and the sinner. The state\\nseldom directly rewards the citizen for well-doing,\\nexcept for some extraordinary service done it, as well-\\ndoing is a reward in itself, and the state-machinery\\nis too clumsy to do entire justice in the adminis-\\ntration of such a system; but it classifies offences\\nwith great care, and has fixed penalties which it\\nimposes upon those who commit them. School-gov-\\nernment partakes of the nature both of Divine and\\nstate government; and the teacher must have a sys-\\ntem of rewards as well as a system of punishments.\\nThe natural rewards of well-doing in the school,\\nas well as elsewhere, are the following:\\n1st. The Approbation of Relatives and Friends,\\n2d. The Approbation of Society.\\n3d. Success in the Attainment of Life s true Ends.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0266.jp2"}, "265": {"fulltext": "SCHOOL-RETRIBUTIONS. 239\\n4th. An Approving Conscience.\\n5th. The Favor of God.\\nThe rewards which the teacher may cause to fol-\\nlow good conduct are\\n1st. Gifts.\\n2d. Honorable Position,\\n3d. His Approbation.\\nWith respect to the first class of rewards, it may\\nbe said that the teacher has no direct control in de-\\ntermining them. They grow out of relations which\\nhe has little power to disturb. But, while these re-\\nwards are themselves the fixed results of good con-\\nduct in all moral and Christian communities, the\\nmost skilful teacher will need all his ingenuity in\\nmaking them generally operative in the school-room.\\nIn this, indeed, consists the whole of moral train-\\ning, the most difficult, the most important, but the\\nmost neglected, part of education. Something will\\nbe said of this training in another place.\\nIn speaking of Incentives to Study, these rewards\\nwere mentioned, somewhat more in detail, as Proper\\nIncentives. As they are proper incentives to study,\\nthey are so to good conduct; and the reader may un-\\nderstand what was then said to be repeated here.\\nThe reasons for desiring to be good are the same as\\nfor desiring to be wise but the imperatives which\\nimpel us to seek the former end are stronger than\\nthose which impel us to seek the latter. The voice\\nof conscience approves a pupil s industry in study;\\nbut its approval is more emphatic when he does his\\nduty to his fellows and to God.\\n22*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0267.jp2"}, "266": {"fulltext": "240 THE GOVERNMENT OF THE SCHOOL.\\nWhen a teacher desires to reward a pupil for good\\nconduct, lie can do so by presenting him a gift, assign-\\ning him an honorable position, or expressing approval\\nof what he has done. All of these are merely dif-\\nferent forms of expressing the teacher s approbation.\\nI do not mean by gifts, prizes; though prizes may\\nbe presented as an incentive to good conduct as well\\nas an incentive to study, and, under the same cir-\\ncumstances and subject to the same conditions,\\nthey may be as useful in the one case as in the\\nother. But I mean by gifts, any object of a mate-\\nrial nature, as a book, which a teacher may see\\nproper to present to deserving pupils. To such\\ngifts there can be no valid objection in principle;\\nbut they should always be considered not as some-\\nthing won, but as something earned. Pupils should\\nact well, and afterwards receive their gifts, not\\nmerely act well with a view of obtaining them.\\nGood conduct in school- should win an honorable\\nposition. The most honorable place in a school should\\nbe given to the pupil who stands highest in charac-\\nter and deportment, and not to the one who merely\\nstands highest as a scholar. This position may be\\nindicated by place in class, merit-marks, grade of\\ndiploma, or honorable mention in public reports.\\nTeachers have power to bestow the honors of a\\nschool upon the most deserving; and, if this was\\nalways done, better order would be found in many\\nschools than now prevail s. The material value of an\\nhonorable position in school is chiefly found in the re-\\ncommendation it furnishes to the public, a recom-\\nmendation which is due from the teacher to all his\\n\u00e2\u0084\u00a2-ir ils who deserve it.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0268.jp2"}, "267": {"fulltext": "SCHOOL-RETRIBUTIONS. 241\\nA word of approbation from a loved teacher sinks\\ndeep into the heart of a pupil. If a teacher enjoys\\nthe respect and love of his pupils, and then knows\\nwhen and how to commend them for good conduct,\\nhe needs little else to enable him to govern his\\nschool. This commendation may take the form of\\nwords of approval, a pleased expression of counte-\\nnance, or a simple nod of the head or sign of the\\nhand. It may be indicated to a pupil by showing\\nconfidence in him, quoting his example, speaking\\nwell of him to his friends, or recommending him to\\nsome responsible position in business. There are,\\nindeed, a thousand ways in which a teacher may ex-\\npress his approbation.\\n2. Punishment for Bad Conduct. The rewards\\nwhich are given to those pupils who conduct them-\\nselves well cannot be accorded to those who conduct\\nthemselves badly and this of itself constitutes one\\npart of their punishment. Besides this, however,\\nthere are certain positive punishments which are\\nmade use of in school, the most prominent of which\\nare the following\\n1st. Reproof.\\n2d. Reparation of Damage done.\\n3d. Performance of Duties neglected.\\n4th. Deprivation of Privileges.\\n5th. Acknowledgment of an Offence before the School.\\n6th. Confinement\\n7th. Personal Chastisement.\\n8th. Suspension from School.\\n9th. Dismission from School.", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0269.jp2"}, "268": {"fulltext": "242 THE GOVERNMENT OF THE SCHOOL.\\nA teacher is expected to govern his school, and\\nthere is vested in him all the authority necessary\\nfor that purpose. He is in the place of the parent;\\nand all that a parent can legally do in the govern-\\nment of his children, a teacher can do in the govern-\\nment of his pupils. Teachers frequently inflict all\\nthe punishments named in the preceding list, and\\nthey ought everywhere to have the power to do so. As a\\nmatter of fact, they generally have the power but\\nsometimes a provision is made that a pupil shall\\nbe suspended or dismissed from school only after\\nthe consent of the General School-Officers shall\\nhave been obtained.\\nA few remarks concerning each form of punish-\\nment will place the subject in a better light.\\nReproof. This is the most common kind of\\npunishment, and many teachers seldom find it\\nnecessary to inflict any other. It may be mild or\\nsevere, according to the nature of the ofl ence. Some-\\ntimes a look of disapproval, a shake of the head,\\nor the pointing of a finger, will be sufficient and\\nsometimes it takes earnest words again and again\\nrepeated to arouse the offender to a proper sense of\\nhis duties. Circumstances may render it politic to\\nadminister reproof publicly but, as a general rule,\\nprivate admonition is much more effectual.\\nReparation of Damage done. When a pupil destroys\\nthe property of the school or of a fellow-pupil, it is\\nhis duty to replace it; and when he injures such\\nproperty he ought to repair the damage done. If\\nthe destruction or injury be wilful, some additional\\npunishment should be inflicted.\\nPerformance of Duties neglected. Pupils often neg-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0270.jp2"}, "269": {"fulltext": "SCHOOL-RETRIBUTIONS. 243\\nlect to prepare their lessons or perform their tasks\\nwhen they should do so. In such cases, little just\\ncomplaint can be made if the teacher compel them\\nto occupy a part or the whole of their play-time in\\nthe performance of their neglected duties.\\nDeprivation of Privileges. In state-government, the\\nabuse of a privilege is frequently followed by its\\nforfeiture. The same principle may be applied with\\ngood effect in school-government.\\nAcknowledgment of an Offence before the School.\\nSuch an acknowledgment ought only to be required\\nwhen the offence is a grave one and of a public\\ncharacter. When one pupil has wronged a fellow-\\npupil publicly, or wronged a number of his fellow-\\npupils, it is appropriate. A mismanaged case of\\ninflicting punishment in this way is calculated to\\ndo much harm.\\nConfinement. A pupil may very properly, for cer-\\ntain offences, be detained in the school after the\\nschool shall be dismissed, or during recesses\\nor intermissions. I have thought that solitary con-\\nfinement in a small room, suitably prepared, for\\nhours or days, during school-time or during play-\\ntime, might be a more effectual and a less degrading\\npunishment for graver offences than that with the\\nrod.\\nPersonal Chastisement. There are cases in many\\nschools in which force must be used to compel\\nobedience and in these cases it ought to be used.\\nIt is a means of governing, however, that needs to\\nbe managed with the utmost care.\\nSuspension from School. When a pupil in a school\\nis doing harm to others, and no good for himself,", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0271.jp2"}, "270": {"fulltext": "244 THE GOVERNMENT OF THE SCHOOL.\\nhe should be suspended from school until his refor-\\nmation shall be effected.\\nDismission from School. In case no reformation is\\nprobable, dismission from school may take place.\\nTeachers should remember, however, that the con-\\nsequences of such a punishment last through life\\nand it should not, therefore, be inflicted without\\nsufficient cause.\\nIt is maintained that all the kinds of punishment\\nnamed in the preceding list are proper to be used\\nby the teacher in the government of the school;\\nbut some of them may be used in such a way as to\\ndo great mischief. A few examples will be given.\\nScolding. A scolding teacher will always have a\\ndisorderly school. Reproof when constantly given\\nloses all its good effect. Let a teacher contract the\\nhabit of scolding, and he will soon render himself\\nand his pupils unhappy, and the work of the school\\nunpleasant.\\nExpressions of Contempt. A thoughtless teacher\\nmay use such expressions in reference to the moral\\ncondition of the family of a pupil, or in reference\\nto some physical defect or mental peculiarity of his\\nown but they never accomplish any good, and\\nmostly do harm. Sarcastic remarks, or such names\\nas numskull, blockhead, dunce, c. c, do not be-\\ncome a teacher in speaking either to or of his pupils.\\nPersonal Indignities. There are cases in which a\\nteacher would be justifiable in using corporal punish-\\nment; but it ought always to be done in a becoming\\nmanner. Good never results from the infliction of\\nsuch personal indignities as pulling an ear, twisting\\nthe hair, snapping the forehead, c. c.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0272.jp2"}, "271": {"fulltext": "SCHOOL-LEGISLATION. 245\\nProlonged Tortures. In the dark ages 01 the pro-\\nfession, teachers sometimes resorted to punishments\\nlike the following holding a book in the hand with\\nthe arm stretched out horizontally from the body,\\nstanding on one foot, stooping down or leaning\\nforward so as to touch with the finger a nail in the\\nfloor, c. c. but these days have almost passed.\\nIII. School-Legislation. Having found what\\nduties pupils have, and how these duties can be\\nviolated, what rewards may be conferred upon the\\ngood, and what penalties may be inflicted upon the\\nbad, we are ready to engage in the work of making\\nlaws for the school. Arbitrary and unjust laws are\\nhurtful anywhere, but nowhere more so than when\\nused to control the young. For those proposed\\nhere, an effort will be made to establish a philo-\\nsophical basis.\\nThe ends of School-Legislation may be stated as\\nfollows\\n1. To find Means of preventing Disorder in\\nSchool.\\n2. To find Means of correcting Disorder in\\nSchool.\\n3. To find Means of inducing Pupils to dis-\\ncharge their Duties of their own Accord.\\nMuch of the disorder in school may be prevented\\nby judicious regulations. The most judicious regu-\\nlations will not prevent all disorder; and such as\\ncannot be prevented must be corrected. It is not\\nenough simply to secure good order in a school,", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0273.jp2"}, "272": {"fulltext": "246 THE GOVERNMENT OF THE SCHOOL.\\neither by preventive or corrective means, or both\\nthe pupils must be induced by the process of train-\\ning to which they are subjected to discharge all their\\nduties freely and of their own accord. It is the per-\\nfection of good government in a school to make the\\npupils capable of governing themselves.\\n1. Means of preventing Disorder. Disorder in\\na school is owing to certain causes which can often\\nbe removed before they produce any bad results.\\nThese causes may be generalized as follows\\n1st. Unsuitable Accommodations.\\n2d. Unqualified Teachers.\\n3d. Bad Management.\\nSo much either has been, or will be, said on each\\nof these points in other connections, that no long\\ndiscussion is needed here.\\nUnsuitable Accommodations. These have reference\\nto unsuitable school-grounds, school-houses, and\\nschool-furniture. If play-grounds are too small,\\ntrespasses will be committed in the neighboring\\nfields or on the adjacent highway. It is impossible\\nto have good order in a room badly lighted, poorly\\nheated, or ill ventilated, or in one into which a\\nhundred pupils are crowded that was designed to\\naccommodate but fifty. With seats too close to-\\ngether or so arranged that the movement of one\\npupil always disturbs a number of others with\\ndesks too low or too high with impure air to\\nbreathe, limbs shivering with cold or burning with\\nheat with the glaring sun streaming his dazzling\\nrays full in their faces with school-room dark, dull,", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0274.jp2"}, "273": {"fulltext": "SCHOOL-LEGISLATION.\\nand dirty, it is no wonder that children are restless.\\nThe school-authorities ought to provide means of\\nremoving such causes of disorder.\\nUnqualified Teachers. Some persons seem born to\\ncommand. They naturally take the lead in affairs.\\nNapoleon among his schoolmates at Brienne, and\\nWashington with the comrades of his youth in\\nVirginia, both exhibited those, traits of character\\nwhich eminently fitted them to lead the armies of\\ntheir respective countries. Let a person who has\\na natural capacity for governing take charge of a\\nschool, and the pupils at once instinctively under-\\nstand that they must obey, and act accordingly\\nwhile the commands of another possessing no such\\ncapacity would be unceremoniously disregarded.\\nA school taught by one who has the gift of govern-\\ning seems to govern itself; but in reality it is\\ngoverned by the unconscious working of the pecu-\\nliar energies of the teacher. On the contrary, no\\neffort can preserve order in a school if such a gift\\nbe wanting in its head. Between those who can\\ngovern without effort, and those who cannot govern\\nwith all the effort they can make, there will be\\nfound a large number of persons who, if they could\\nnever learn to manage large bodies of men, can at\\nleast acquire the power of governing a school suc-\\ncessfully. Such persons must cultivate the talent\\nfor governing. A diaorderly school is prima facie\\nevidence of incapacity on the part of the teacher,\\nand he must either adopt a rigid course of self-dis-\\ncipline, or give place to another better qualified.\\nThe teacher, who is to a great extent the source of\\nlaw in the school, must be himself subject to law.", "height": "3355", "width": "2041", "jp2-path": "schooleconomytre00wick_0275.jp2"}, "274": {"fulltext": "248\\nTHE GOVERNMENT OF THE SCHOOL.\\nIt may be proper to name some of the most im-\\nportant qualifications which a teacher must possess\\nin order to govern well.\\nHe ought to have polished manners; for, if he is\\nrude and noisy, it is not likely his pupils will be\\npolite and quiet. He should have no bad habits,\\nfor the young are both good critics and quick imi-\\ntators. He should be a scholar for otherwise his\\npretensions will eventually be discovered, and create\\ntowards him disrespect, if not contempt. He must\\nplan judiciously, wisely adapt means to ends, or his\\npupils will first be led to question his ability and\\nafterwards to disregard his authority. He must\\nexhibit self-confidence and self-control for these quali-\\nties are necessary to initiate authority, and almost\\nequally necessary to maintain it. He must have\\nfirmness; for a fickle-minded teacher, who does to-\\nday what he will undo to-morrow, who makes laws\\nand fails to execute them, who prosecutes nothing\\nto the end, can never inspire confidence among his\\npupils or command their respect. He must be con-\\nsistent, regulating the affairs of the school upon\\nwell-settled principles of justice and policy for if\\nit is suspected that his enactments are arbitrary,\\nhis rewards and punishments the results of whim,\\ncaprice, or prejudice, there will be an end to all\\nvoluntary obedience, and a virtual revolution in the\\nschool. He must be courageous for every school\\nhas crises which the weak and timid will be unable\\nto control. He must be just; for favoritism and\\npartiality will do much to undermine his authority.\\nHe must have sympathy with children, entering\\neasily into their joys and sorrows, loving their com-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0276.jp2"}, "275": {"fulltext": "SCHOOL-LEGISLATION. 2^1\\npany, and taking an interest in what interests them;\\nfor otherwise his government will be cold and for-\\nmal, and secure at best but a cold and formal obe-\\ndience. He must be tolerant; for party-feelings\\nand party-interests will exhibit themselves in the\\nschool-room, and he must know how to temper all\\nwithout taking sides with any. He must be kind,\\nfor kindness is the solvent to which all that is\\nwrong in the human bosom yields most readily,\\nand patient for patience is necessary to enable him\\nto wait while kindness works.\\nBad Management Bad management is one of the\\nmost fruitful sources of disorder in a school. If a\\nschool be well organized, its classes well arranged,\\nits work well systematized; if pupils be properly\\nemployed in study, in recitation, in exercise;, if\\nschool-government be well understood and wisely\\nadministered, a large proportion of the offences\\nwhich now occur in school will disappear.\\nTo give details on these points, however, would\\nbe to repeat what has already been said; and a few\\nremarks only will be added concerning provisions\\nwhich may be made to prevent much disorder, and\\nwhich have not been spoken of elsewhere.\\nRules. A few plain rules, informing pupils as to\\ntheir duties and obligations, will tend to promote\\ngood order in a school. There must be rules, either\\nwritten or unwritten; and I think it is decidedly\\nbetter to have the most important of them written,\\nbetter, because the pupils can frequently read\\nthem for themselves, and because the teacher in\\nenforcing them does not seem to act arbitrarily.\\nPlenty of Work for Pupils. Mischief is mostly", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0277.jp2"}, "276": {"fulltext": "^0\\nTHE GOVERNMENT OF THE SCHOOL.\\ndone by idlers. There should he no unoccupied\\ntime in school-hours; and even the exercises of the\\nplay-ground may he to some extent regulated.\\nClose Inspection. A pupil who knows that his\\nwork will he closely inspected will he more apt to\\ntake pains in doing it. If he feels that the watch-\\nful eye of the teacher follows him everywhere, he\\nwill hesitate longer about engaging in what is\\nwrong. A military officer is not satisfied with the\\ngeneral appearance of his men along the line, but\\nhe examines the condition of every man and every\\nmusket. The teacher must be equally close in his\\ninspections. He must remember that the good con-\\nduct of a school is made up of the good conduct of\\nthe individuals who are members of it. If a teacher\\ncannot make such inspections himself (and this may\\nbe the case in a large school), he must require very\\nstrict reports from his assistants.\\nCo-education of the Sexes. The regulated inter-\\ncourse of the two sexes in the school, as in the\\nfamily, tends to the good of both, intellectually and\\nmorally. It brings the restraints of public opinion\\ninto the school, and thus prevents disorder. It\\nraises the moral standard of the school, and the\\nteacher can always be sure of large sympathy among\\nthe pupils in enforcing necessary discipline.\\n2. Means of Correcting Disorder. It is hardly\\nnecessary to say that the same means which tend to\\nprevent disorder in a school will also tend to cor-\\nrect it; but, however skilfully these means may be\\napplied, however convenient and pleasant the ac-\\ncommodations of the school may be, whatever\\nqualifications the teacher may possess as a discipli-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0278.jp2"}, "277": {"fulltext": "SCHOOL-LEGISLATION. 251\\nnarian, or whatever judgment lie may show in his\\nschool-management, there are still pupils in almost\\nevery school who will neglect their duties or be\\nguilty of misconduct. This fact at once brings be-\\nfore us one of the most difficult branches of inquiry\\nconnected with school-government, and it must be\\nconsidered at length.\\nThe question is, How shall that disorder in the\\nschool be corrected which the teacher is not able to\\nprevent or to overcome by making the circumstances\\nof the school-room favorable to good order?\\nIn answering this question, I propose to consider\\n1st. The punishment of those who offend.\\n2d. The pardon of those who repent.\\n1st. The punishment of those tvho offend. It is\\nscarcely suspected by many teachers that school-\\npunishments can be regulated by any principle.\\nOffences occur, the offenders are punished, much\\nor little, sometimes in one way and sometimes in\\nanother, and justice seems satisfied. Very few teach-\\ners trouble themselves to inquire into the reason for\\nthe mode or degree of punishment which they adopt.\\nEven the same teacher punishes similar offences in\\ndifferent ways, according to his mood, fancy, or ca-\\nprice. There seems to be a general conviction that\\nwrong-doers should be punished; but, judging from\\nthe practice in our schools, nothing has been settled\\nas to why or how. Sad as is the confusion in me-\\nthods of teaching and in plans of managing schools,\\nthere is no department relating to education in which\\nreform is more needed than in that of school-govern-\\nment.\\n23*", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0279.jp2"}, "278": {"fulltext": "252 TIIE GOVERNMENT OF THE SCHOOL.\\nIn the Divine government there is punishment for\\nwrong-doing. God has done all that could be done\\nto prevent sin. He has given man a habitation every\\nway suited to his wants. All the circumstances by\\nwhich he is surrounded are calculated to elevate and\\nennoble him. Wisely as God could plan it, the uni-\\nverse is so ordered as to prevent wrong-doing.\\nBut the human will was made free, and it was\\nforeseen that man would lose sight of his highest\\ninterests, forget God, and commit sin. To correct\\nthese evils, to win men back to purity of thought\\nand uprightness of life, a system of punishments\\nwas instituted. ~No one can doubt the existence\\nof such a system, for, although he may not have\\nstudied its philosophy, he has witnessed its opera-\\ntion.\\nIf now the principles that underlie the system\\nof punishments in the Divine government can be\\nascertained, among them will be found those which\\nshould be applied in school-government. The Di-\\nvine Mind, indeed, can make a perfect adjustment\\nof punishments to offences, which no human skill\\ncan do but all forms of government among men,\\nwhether in the state, the family, or the school, will\\nsubserve the ends for which they are established in\\nproportion as they pattern after the beautiful system\\nof retributive laws by which God governs His moral\\nuniverse.\\nPunishments in the Divine government are de-\\nsigned to accomplish three ends, viz. the reforma-\\ntion of wrong-doers the warning of those who are in\\ndanger of becoming wrong-doers and the manifestation\\nof the Divine displeasure with respect to wrong-doing. A", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0280.jp2"}, "279": {"fulltext": "SCHOOL-LEGISLATION. 253\\nman eats too much, and gets the dyspepsia. He\\nlearns in consequence to eat more moderately;\\nothers profit in eating by his example; and the\\nCreator, in the emphatic language of sickness and\\npain, shows His displeasure at the violation of His\\nlaws. The upbraiding voice of conscience oft-\\ntimes turns the guilty back in their downward\\ncourse, warns those who have not fallen so far into\\nwickedness by example, and expresses God s ex-\\nceeding great hatred of sin. It is believed that\\nsuch instances as these fully exemplify the ends\\nfor which all punishments of Divine origin were\\nestablished.\\nThe objects of school-punishments are the same\\nas those of Divine punishments. If a pupil commits\\na fault, his punishment should tend to prevent his\\nrepeating it, serve as a warning to his school-fellows,\\nand, at the same time, manifest the teacher s disap-\\nprobation of the act. I do not hesitate to say that\\nall school-punishments that are not calculated to\\neffect these objects are either improper in them-\\nselves or improperly applied.\\nIt follows, from what has been said, that school-\\npunishments are identical in design with the Divine\\npunishments, and, consequently, must be controlled\\nby the same principles. The task remains of point-\\ning out and applying these principles.\\nFrom careful observation in respect to the work-\\nings of Providence in the affairs of men, I infer\\nthat the leading principles according to which God\\nregulates the penalties He imposes for wrong-doing\\nare the following:", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0281.jp2"}, "280": {"fulltext": "254 THE GOVERNMENT OP THE SCHOOL.\\n1st. That punishments invariably follow offences.\\n2d. That all offences are punished in proportion to\\ntheir magnitude.\\n3d. That each class of offences has its own kind of\\npunishments.\\n4th. That all punishments are connected to the offences\\nas effects to causes.\\nSome statement of the grounds upon which these\\nprinciples rest will be given.\\nThat punishment invariably follows an offence\\nappears from history, from observation, and from\\npersonal experience. In a just government, it could\\nnot be otherwise. Every page of history tells the\\nstory of the punishments inflicted upon wicked\\nmen and wicked nations; and this story, when well\\nunderstood, reveals the fact that no such men or such\\nnations escaped it. Common observation teaches\\nthe same lesson. The murderer is always wretched,\\nand may be imprisoned or hanged. The liar is not\\nbelieved when he tells the truth. The dishonest\\nman is not trusted. The drunkard dies in want\\nand misery. The miser hardens his heart and is\\ndespised. The sinner, no matter what may be the\\nnature of his sin, is upbraided by his conscience, a\\nfire that is never quenched. Our own hearts reveal\\nthe same truth. We are all conscious that if we\\nsin we must sutler. No man in his senses ever yet\\nthought a bad thought or did a bad deed and re-\\nmained unpunished, unless his heart had become\\nstone and himself a brute, which is in itself the\\nheaviest punishment God inflicts upon men. Sin\\nis moral sickness; and moral sickness must be at-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0282.jp2"}, "281": {"fulltext": "SCHOOL-LEGISLATION. Uf 5\\ntended with moral pain. Justice demands th r\\nenforcement of .this law, and Gk)d has declared in\\nHis Word that lie will enforce it.\\nIn the Divine government all offences arc pun-\\nished in proportion to their magnitude. Fewstripes\\nor many are used, according to the nature of the\\noffence. This principle necessarily results from\\nthe Divine perfections; but it is also inferable from\\nexperience. Every individual is aware that his\\nhealth and strength arc impaired in proportion as he\\nviolates the laws that regulate bis organic constitu-\\ntion; and every individual is no less sensible that\\nthe moral nature is damaged to the same extent\\nthat moral laws are violated. Each one can settle\\nthe question for himself by an appeal to his own\\nconsciousness.\\nEach class of offences has its own kind of punish-\\nments. Different classes of offences arise from the\\nviolation of different kinds of laws, and the nature\\nof the punishment has been made to correspond to\\nI he nature of the offence. We may obey a law of\\none kind and disobey a I aw of another kind; and\\npleasure will result from our conduct in the former,\\nand pain in the latter case. A man may observe\\nthe laws of economy and beoome rich, and at tho\\nsame time live in habitual disregard of moral and\\nreligious duties; and, on the oilier band, good men\\ndo not always prosper in business. A Leaky ship\\nWith pioUS, self-sacrificing missionaries on board\\nmight rounder in a storm, while a strong, slaneb\\nvessel manned by a crew of lawless pirates would\\nsafely outride (be dangers of wave and wind.\\nHealth and strength may be enjoyed by those who", "height": "3355", "width": "2062", "jp2-path": "schooleconomytre00wick_0283.jp2"}, "282": {"fulltext": "256 THE GOVERNMENT OF THE SCHOOL.\\nuse tliem in injuring their fellow-men, while ill\\nhealth and physical debility are the portion of such\\nas go about doing good.\\nThese seeming contradictions and inconsistencies\\nof the Divine government admit an explanation.\\nThe Divine laws as they operate upon men have been\\ndivided into three great classes, viz. first, physical\\nlaws, or those which govern the material world;\\nsecond, organic laws, or those which relate to vege-\\ntable and animal structures third, moral laws, or\\nthose which were designed to control intelligent\\nand responsible beings. This classification is suffi-\\nciently correct and exhaustive for my present pur-\\npose and little is risked in saying that those who\\nobey the laws of one class will be rewarded, and\\nthose who disobey them will be punished, entirely\\nirrespective as to whether they obey or disobey the\\nlaws which belong to the other classes.\\nIf a man leap from a house-top, ride upon an\\nunsafe railroad, embark in a leaky vessel, expose\\nhimself to the cold with the thermometer twenty\\ndegrees below zero, risk his life beyond his depth\\nin water when he is unable to swim, he will render\\nhimself liable to be punished for his temerity; and\\nin such cases, without miraculous interference, there\\ncan be no respect of persons.\\nLet any individual disregard the laws that govern\\nhis corporeal nature; let him neglect to attend to\\nthe light that was intended to shine about him, the\\nheat that was designed to warm him, the air ho\\nbreathes, the food he eats, the clothing he wears, the\\nexercise he takes, and it matters not if in himself", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0284.jp2"}, "283": {"fulltext": "SCHOOL-LEGISLATION. 257\\nbe possess the sum of human virtues, he will be-\\ncome weak and sickly, and perhaps will die.\\nA man may violate all of the ten commandments,\\nand it is possible he might still enjoy a good degree\\nof health and strength. The wicked may flourish,\\nmay obtain wealth and houor, but they cannot escape\\npunishment. God does not punish moral evil by\\nthe infliction of bodily pain, unless some physical\\nor organic law be broken at the time of the viola-\\ntion of the moral law. The penalties imposed in\\nthis world upon those guilty of wrong-doing are the\\nstings of conscience, the sense of unworthiness, the\\nloss of the respect of the good, and the conscious\\nforfeiture of God s approbation, penalties incom-\\nparably more severe than any other class of punish-\\nments.\\nIn this independent operation of the physical,\\norganic, and moral laws, may be found an explana-\\ntion of what is sometimes called the mysterious\\nways of Providence, in giving health and prosperity\\nto the bad and afflicting the good with sickness,\\nmisfortune, and death. There will be punishments\\nin the future world, but they are not designed in\\nany way to compensate for defects in the provi-\\ndential ruling of this one. God is just to all His\\nchildren here; and from this we may conclude He\\nwill be just hereafter.\\nAll punishments are connected to offences as\\neffects to causes. Nature s discipline is a discipline\\nof consequences. If any individual breaks a law,\\nhe must pay the penalty, and this penalty results\\ndirectly from his conduct. Ignorance does not ex-\\ncuse one. A child may not know the effect of heat;", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0285.jp2"}, "284": {"fulltext": "268 THE GOVERNMENT OF THE SCHOOL.\\nbut a hot stove will burn its hand nevertheless. A\\nmother may with the best intentions administer\\npoison to her child instead of medicine; but, while\\nher conscience may approve her well-meant kind-\\nness, she is sorely punished for her ignorance in the\\nloss of her child.\\nIf a careless mechanic falls from a building and\\nis injured, an ignorant miner is killed by the ex-\\nplosion of the gas which sometimes accumulates in\\nmines, thoughtless children are drowned while bath-\\ning, does any one fail to see the connection between\\nthe violation of these physical laws and the punish-\\nments that follow? Are not the laws good, and the\\npunishments right\\nIf a man eat too much, he will get the dyspepsia;\\nif he take poison, he may lose his health or die if\\nhe overwork or overstudy, expose himself to too\\ngreat a degree of heat or of cold, obstruct the\\ngrowth or the healthy action of any of the vital\\norgans, he will experience suffering and pain and\\nall of these punishments are the just consequences\\nof his conduct, known to follow it as effect follows\\ncause.\\nIf moral laws be broken, the consequences will be\\ndifferent but no less certain. The murderer, thief,\\nliar, slanderer, drunkard, gambler, he who is dis-\\nhonest, and he who passes by while his brother-man\\nsuffers for want of help, all carry in their own bosoms\\nthe 4 pain consequent upon their wrong-doing. The\\nprocligal wastes his substance, and must live on\\nhusks; the sluggard will not work, and in harvest\\nhe has nothing; the miser gloats over his gold until\\nhis sou 1 shrivels up; and the hardened sinner con", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0286.jp2"}, "285": {"fulltext": "SCHOOL-LEGISLATION. 259\\nverts his very heart to stone, and dies worse than a\\nbrute.\\nExamples need not be multiplied. In Nature s\\npunishments there is nothing arbitrary, nothing\\nunjust, nothing unkind, no partiality. Each indi-\\nvidual who suffers punishment will know hereafter,\\nif he does not here, that it is the just consequence\\nof his own wrong-doing or the wrong-doing of those\\nfor whom he was responsible.\\nAn application must now be made of the great\\nprinciples just explained, to the punishments of the\\nBchool.\\nPunishments in the school must be made invaria-\\nbly to follow offences. The teacher may not always\\nfind it necessary to administer these punishments.\\nReal sorrow may follow the commission of a fault,\\nand that may be a sufficient punishment. Nature s\\nlaws are inexorable. Those who break them must\\nabide the consequences; and yet these laws are\\nentirely compatible with Divine love. So those who\\nviolate the laws of the school must be punished, and\\nproper punishment will be to them the greatest\\nkindness. Any escape from the consequences of\\nbad actions only tempts to further crime. This is\\nemphatically the case with children. A teacher s\\nindulgence begets contempt for his authority. A\\ntimid administration encourages a spirit of rebellion\\namong pupils. Let punishments be just but cer-\\ntain, and children will show little disposition to\\ndisturb the order of the school. A less punish-\\nment, says Beccaria, which is certain, will do\\nmore good than a greater which is uncertain. God\\npunishes wrong-doing in the school as elsewhere,\\n24", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0287.jp2"}, "286": {"fulltext": "260 THE GOVERNMENT OF THE SCHOOL.\\nand it is the teacher s duty only to intensify and\\nmake manifest the design of those punishments, or\\nto adopt and administer others in the same spirit\\nand according to the same principles.\\nThat all offences should be punished in proportion\\nto their magnitude in school, as elsewhere, is a princi-\\nple so obvious that little need be said to enforce it.\\nMotives must be taken into consideration in deter-\\nmining the magnitude of the offence. A pupil may\\ndo a good act from a bad motive, a bad act from a\\ngood motive, or the act and the motive may both be\\nbad, all of which a teacher must carefully consider\\nbefore he is prepared to determine the punishment\\nthat is deserved.\\nIt hardly seems questionable that each class of\\nschool-offences should have its own kind of punish-\\nment, but, if true, the practice of man}^ teachers is\\nsadly at fault. The treatment of a pupil who injures\\nthe school-property should be very different from\\nthat of one who tells a falsehood, or rebels against\\nthe teacher s authority. A pupil who fails to pre-\\npare his lesson, one who quarrels with his school-\\nfellows, and one who plays truant, all ought to be\\npunished, but surely not in the same way.\\nOne of the most important principles which\\nshould control all school-legislation is that punish-\\nments should be connected to offences as effects to\\ncauses. It is presumed that all those who inflict pun-\\nishments upon the young, if they think at all, intend\\nthem to be understood as the effects of misconduct\\nbut almost everywhere, in adjusting punishments to\\noffences, wide departures are made from the laws\\nthat express the relations of causes and effects.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0288.jp2"}, "287": {"fulltext": "SCHOOL-LEGISLATION. 261\\nPunishments are generally felt by pupils to have no\\nfirmer basis than the will of the teacher, which they\\nhave frequent reason to suppose is moved by caprice\\nor passion. In place of this arbitrary mode of pun-\\nishment, there is needed a system of discipline in\\nschools, founded upon well-established principles,\\nthe principles which characterize all natural punish-\\nments.\\nI have said that school-punishments are mostly\\narbitrary in their character. The truth of the\\nassertion may be shown by facts. It is not uncom-\\nmon in school for children to be whipped for breaking\\na pane of glass, making a bad recitation, or being\\ntardy in coming to school. Threats, scoldings,\\nblows, pulling the hair, snapping the forehead, crack-\\ning the hands, personal indignities, and bodily\\ntortures, are used to punish offences without dis-\\ncrimination and without any regard to principle.\\nOne pupil does not know his lesson, and his ears\\nare boxed; another tears his book, and his hands are\\nslapped with a ruler; still another talks too loud, and\\nhe is made to stand on one foot or learn some diffi-\\ncult task. Teachers whip, threaten, scold, almost\\nat random. Without the recognition of any prin-\\nciples governing the matter, they choose punish-\\nments and the manner of inflicting them much\\naccording to the mood they may be in. At any rate,\\nthe children thus punished cannot see any logical\\nconnection between the offence and its punishment,\\nand all sense of moral distinctions becomes oblite-\\nrated in their minds. A child can only be made\\nbetter by punishment when he feels that it is just.\\nThat school-punishments may be connected to", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0289.jp2"}, "288": {"fulltext": "262 THE GOVERNMENT OP THE SCHOOL.\\noffences as effects to causes that they may be made\\ntheir natural results will appear from a statement of\\nexamples. If a pupil injure some part of the school-\\nproperty, the natural punishment would he that he\\nshould repair the damage. One who comes to\\nschool late may be detained just as long as he was\\nbehind time during recess or noontime. One who\\ndoes not know his lesson should learn it over. One\\nwho disturbs his neighbor maybe made to sit out of\\nhis reach. One who throws dirt upon the floor should\\nclean it up. One who quarrels on the play-ground\\nshould be deprived for a time of the privileges of\\nplay, except by himself. One who tells a falsehood\\nmay be compelled to feel that he cannot be so im-\\nplicitly trusted. One who uses profane or vulgar\\nlanguage ought to be kept away from his school-\\nmates, lest his example do them harm. One who\\nopenly disobej^s the teacher or conspires against him\\nmay be overcome by force or sent away. In all these\\ninstances, the consequences are plainly the results of\\nthe offences, and any child will so understand them.\\nOther consequences will also follow, the loss of the\\ngood opinion of the teacher, the loss of standing in\\nthe school, the loss of self-respect, c. but the dull\\nsenses of evil-disposed pupils do not so easily appre-\\nciate them. The teacher should in all cases endea-\\nvor to make his pupils feel the wrong they have\\ndone, and to awaken a desire on their part to avoid\\nthe committing of like errors in the future but of\\nthis in another connection.\\nThe advantages of such a discipline of conse-\\nquences over a system of punishments which are\\ninflicted arbitrarily are very great. As the admini*-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0290.jp2"}, "289": {"fulltext": "SCHOOL-LEGISLATION. 263\\ntrator of such a system, the teacher has no occasion\\nto lose his temper. He can be both firm and kind\\nHis personality is in great measure removed from\\nhis administration of the school-affairs, and like a\\njudge he announces the offender s sentence, who\\nfeels that it is just. If a pupil is quarrelsome and\\ndisturbs the enjoyments of the play-ground, the\\nteacher may say to him, I am sorry to deprive you\\n\u00c2\u00abf play, but you annoy others, and must forfeit your\\nprivileges in this respect. To another, who whis-\\npers much and loud, he may say, James and you\\nare great friends; I would like to have you sit\\ntogether; but you disturb others with your loud\\ntalking, and spend time in conversation during\\nwhich you ought to be at work; I must separate\\nyou. To still another he may say, I have done\\nfor you what I could I have always been ready to\\nassist you in your studies, have tried to .treat you\\nkindly, and have warned you of your faults; but\\nyou continue to break the rules of the school, you\\nmock at my authority, and must leave school. No\\none can fail to see that a teacher who governs a\\nschool according to such a system will be able to\\ndo his pupils much, more good, and do it with much\\nmore satisfaction to himself, than if he practised\\nthe method of controlling his school by arbitrarily\\nthreatening, scolding, and whipping.\\nIn addition to this, such a system of training is\\nwell calculated to make good citizens and good men.\\nThey will become accustomed to trace the conse-\\nquences of their acts, and be read} 7 to render full\\nobedience to the Divine and civil government,\\nseeing that all good laws are designed not for the\\n24*", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0291.jp2"}, "290": {"fulltext": "264 THE GOVERNMENT OF THE SCHOOL.\\npleasure of the sovereign, but for the good of the\\nsubject.\\nThe principles now indicated enable us to make\\na general adjustment of punishments to offences.\\nFor this purpose, use will be made of the list of\\nschool-offences and school-punishments already pre-\\nsented. Details must be left to be arranged by the\\nteacher according to the ever- varying circumstances\\nof school and pupil.\\nPunishments for Offences against Themselves.\\n1. Injuries to their own property. When a pupil in-\\njures his own property, its loss is the natural punish-\\nment. The teacher does not buy books or clothes\\nfor his pupils, and if they are injured it is the parents\\nrather than the teacher s place to correct the evil.\\nThe teacher may, however, reprove the child and\\ninform the parent: I think his duty extends no\\nfurther.\\n2. Injuries to their own persons. A pupil may be\\ninjured at school by eating unripe fruit, by exposing\\nhimself to cold or wet, and by going into danger\\nin many ways. If the teacher has not specially for-\\nbidden the act by which a pupil injures himself,\\nwith appropriate reproof and warning, he may leave\\nhim to learn wisdom by suffering the natural conse-\\nquences of such conduct. If the teacher has pro-\\nhibited it, the erring pupil should be punished as\\nprovided for offences against the teacher.\\n3. Neglect of opportunities of learning. The natural\\npunishment for the neglect of opportunities of learn-\\ning is ignorance; and this brings with it many disad-\\nvantages. The teacher may do what he can to make", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0292.jp2"}, "291": {"fulltext": "SCHOOL-LEGISLATION. 2b 5\\nhis pupils appreciate these disadvantages. For neg-\\nlect in preparing his lesson, a pupil may be made to\\nlearn it over again during play-time. For inatten-\\ntion in class, he may be punished with a reproof, the\\nloss of position, or dismissal from the class, accord-\\ning to the magnitude of the offence. For the worst\\nforms of laziness the school can hardly be made to\\nfurnish the best remedy. The best remedy is either\\nsome employment that can be made to interest the\\nperson under treatment, or some mechanical busi-\\nness that cannot be discontinued without detection.\\nIf the loss of all that ambitious pupils aspire to\\nattain does not arouse a lazy boy to study, he may\\npossibly be reached by shame or ridicule. I doubt\\nwhether corporal punishment in such cases can do\\nmuch permanent good.\\n4. Uncouth manners. Uncouth manners are the\\nresult of defective home-training, or of the example\\nof rude companions. In the presence of the polite\\nand refined, children will soon improve in this re-\\nspect. The teacher must assist them in the effort\\nby watchful care, kind counsel, and gentle reproofs.\\n5. Bad habits. Bad habits, in the sense intended\\nhere, have reference to such habits as shrugging\\nthe shoulders, holding the head to one side, fum-\\nbling the hands, spitting constantly, walking heavily\\nover the floor, c. c. In general, nothing more is\\nneeded than to call the pupils attention to the habit\\n3very time it is noticed, with such a reproof as may\\nSe deemed appropriate. If the habit cause the\\nabuse of a privilege, the privilege may be withheld\\nfor a time. I once knew a teacher cure a boy of\\nthe habit of making a great deal of noise in walking", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0293.jp2"}, "292": {"fulltext": "266 THE GOVERNMENT OF THE SCHOOL.\\nabout the school-room, by compelling him, for two\\nor three days, to take off his shoes each time he left\\nhis seat.\\n6. Immoral conduct. That kind of immoral con-\\nduct which consists in injuring others is not referred\\nto here, but only that which is wrong independently\\nof its effect upon others. A pupil may write pro-\\nfane or vulgar language which no one reads, he\\nmay form the habit of drinking liquor by himself,\\nhe may meditate mischief which he does not exe-\\ncute, he may injure himself secretly in many ways\\nthat are immoral any of which acts coming to the\\nknowledge of the teacher he should not permit to\\npass in silence. In such cases, however, warning\\nand reproof are the only punishments that can safely\\nbe resorted to, unless the conduct be so grossly im-\\nmoral as to deserve suspension or expulsion.\\nPunishments for Offences against One Another.\\n1. Theft. A child may take the property of an-\\nother without being conscious of the crime he com-\\nmits. In such a case, the immediate restitution of\\nthe property taken must be made to the loser, and\\nan explanation of the nature of the offence be given\\nto the one who took it. Sometimes reproof, more\\nor less severe, is appropriate. When children take\\ntrifling things, not realizing that such pilfering is\\ntheft, the treatment should be the same as when\\nthey are entirely unconscious of the wrong done.\\nIf a pupil with a full sense of the offence steal the\\nproperty of another, he should be made to return it,\\nbe confined for a proper length of time where he", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0294.jp2"}, "293": {"fulltext": "SCHOOL-LEGISLATION. 267\\ncannot repeat the offence, or be suspended or dis-\\nmissed from the school.\\n2. Injury to property. A pupil who injures the\\nproperty of another, whether by accident or on pur-\\npose, should be required to repair it immediately.\\nIf he injure it on purpose, confinement would seem\\nto be the proper penalty.\\n3. Trespass upon property. The books and play-\\nthings of some pupils are often used by others\\nwithout any intention of injuring them. If injury\\nshould be done to them, restitution must be made;\\nbut if not, the teacher may demand the discontinu-\\nance of the practice. A few words concerning the\\nrights of property will show that no one should use\\nthe property of another without his consent.\\n4. Personal injury. A slight personal injury may\\nbe punished by reproof. Graver personal injuries\\nought to be punished by confinement. If a pupil s\\ntemper be such as to render his presence dangerous\\nto his school-fellows, dismission from school is the\\nproper remedy. For such an offence, I do not see\\nthat physical force should in any case be used, ex-\\ncept to separate combatants who are engaged in\\nfighting.\\n5. False accusation. Children sometimes accuse\\none another falsely. To escape punishment them-\\nselves, they accuse others who are innocent. This\\nis a mean and cowardly act, and should be severely\\npunished. I do not think corporal punishment\\nshould be resorted to; but the deprivation of all\\nthe social privileges of the school would seem to be\\nthe natural consequence of such an abuse of them.\\nIn addition, the teacher should administer such", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0295.jp2"}, "294": {"fulltext": "268 THE GOVERNMENT OF THE SCHOOL.\\nreproof as the state of the circumstances seems to\\ndemand.\\n6. Usurpation of rights. Pupils are entitled to the\\npositions which they have won, and to the privileges\\nwhich have been granted them; and these rights\\ncannot be justly usurped by others. In case of\\nusurpation, the mode of punishment should be\\nmuch the same as with respect to injuries to per-\\nsons or property.\\n7. Temptation to wrong-doing. One of the most\\npotent causes of evil in respect to the young is bad\\ncompany. Children at school are frequently ex-\\nposed to very great temptations to wrong-doing\\npresented by those older than themselves. It is\\nnot uncommon for a child pure and innocent to\\ncontract bad habits, and to become acquainted with\\nmuch that is evil in its character, in the short space\\nof a few months. A child may thus learn to use\\nprofane or vulgar language, to lie, to cheat, and to\\ndeceive. How shall children be guarded from such\\ntemptations? What punishment shall be meted out\\nto those who tempt them? The answer is given\\nwithout hesitation. For such conduct in its milder\\nforms, the offender should be excluded for a time\\nfrom the society of his school-mates but in aggra-\\nvated cases, expulsion is the only remedy. Better\\nhave a mad dog or a viper among children than\\none whose example is poison to the soul and whose\\ninfluence gives it deadly eifect.\\n8. Defamation. Pupils sometimes endeavor to\\ninjure the good name of their fellow-pupils by\\ngiving currency to false reports concerning them,\\nand in various other ways. A pupil guilty in this", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0296.jp2"}, "295": {"fulltext": "SCHOOL-LEGISLATION. 269\\nrespect may be made to acknowledge the oftence\\nbefore the school, as it is a public wrong, and after-\\nwards he may be denied for a time the social privi-\\nleges of the school.\\nPunishments for Offences auainst the School-\\nProperty.\\n1. Accidental injury or destruction. Pupils may ac-\\ncidentally deface walls or furniture, destroy books\\nor apparatus, and break windows or doors. In all\\nsuch cases, the reparation of the damage done will\\nbe the proper punishment.\\n2. Malicious injury or destruction. A pupil who\\nmaliciously injures or destroys school -property\\nshould first be compelled to repair all the damage\\ndone, and afterwards be reproved, denied privileges\\nwhich he has abused, confined, suspended, or dis-\\nmissed from school, according to the grade of the\\noffence.\\n3. Accessory to injury or destruction. Those who\\ninjure or destroy school-property are often insti-\\ngated by others more cautious or more cunning\\nthan themselves. In such cases both parties should\\nbe punished according to their degree of guilt, and\\nno difference need be made in the mode.\\nPunishments for Offences against the Teacher\\nand School-Officers.\\n1. Disobedience. There are many grades of this\\noffence. Children often disobey the requests of a\\nteacher from thoughtlessness. They do not clearly\\napprehend the ground of his requests, and, becoming\\nabsorbed in present enjoyment, they forget them.", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0297.jp2"}, "296": {"fulltext": "270 THE GOVERNMENT OF THE SCHOOL.\\nThe teacher must not form too harsh a judgment in\\nsuch cases, but make large allowance for youthful\\nfickleness. A reproof calculated to induce reflec-\\ntion is all the punishment demanded. Children\\nwho disobey, however, must in all circumstances\\nsuffer the just consequences of their disobedience.\\nFor example, the teacher may forbid throwing\\nsnow-balls towards the school-house. A thought-\\nless boy disobeys, and breaks a pane of glass. The\\npunishment should consist in repairing the dam-\\nage, in being reproved for the disobedience, or in\\nbeing detained in the school-house when the pupils\\nnext engage in the sport of snow-balling.\\nGraver acts of disobedience must be punished\\nmore severely. If the offence be a private one,\\nprivate reproof and a private acknowledgment of\\nthe wrong, accompanied with a promise to try to\\ndo better, will be a proper mode of treatment; but\\nif the offence be a public one, the circumstances may\\nrequire that the acknowledgment and the promise\\nbe made before the school.\\nAn open or premeditated act of disobedience may\\nbe punished by personal chastisement. A teacher\\nmay make a request of a pupil which he will openly\\nrefuse to comply with. Indeed, he may have pub-\\nlished the fact among his fellow-pupils that he would\\nso refuse. In such a case, the teacher must either\\ncompel the pupil to obey, or send him away from\\nthe school. If the teacher possess the necessary\\nphysical strength, I prefer the former alternative.\\nIt is one of the few cases in which the use of the\\nrod will do good. Of course, if a pupil persists in\\nhis disobedience, he must be expelled.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0298.jp2"}, "297": {"fulltext": "SCHOOL-LEGISLATION. 271\\n2. Disrespect A good teacher will covet the real\\nlove and respect of his pupils, and these can only\\nbe obtained by loving and respecting them. But\\nbod pupils mayoflfer indignities to the most faithful\\nteacher, which Ink position will not allow him to\\nsuhinil, to in silence. 7\\\\s, however, Hi\u00c2\u00ab mitum of\\ndisrespect is similar to that of disohcdicneo, the\\npunishments aamed for the Latter offence will be\\nappropriate for the former.\\n8. Conspiracy, Treason is the worst offen6e citi-\\nzcmh can commit u^ainst a state, because it seeks\\nthe state s destruction and conspiracy in a school\\nis analogous lo treason in a state. The State rids\\nitself of traitors l y imprisoning them for life or\\nbanging them j and so the most severe punishments\\nwhich ;i, teacher is legally authorized to employ\\nmay bo inflicted upon those pupils who plot (ho\\noverthrow of his authority or slir up sedition in\\nthe school. They must be either conquered or ex-\\npelled. A compromise will only postpone the crisis.\\nA rod is for the fool s back, and in such a case I\\nwould not spare it; but, unless the conquest can he\\nmade complete, the preservation of order in the\\nschool will demand the expulsion of the leaders at\\nleast of a conspiracy against ils authorities.\\n\u00e2\u0096\u00a0I. Injury to property. Any injury pupils may do\\nto the teacher s property should be repaired or com-\\npensated for. Cf the pupils do it maliciously, it is\\ndisrespect, and should l c treated accordingly.\\n5. Injury to person,\u00e2\u0080\u0094 *It is very seldom that :i\\nteacher is personally injured by his pupils. In the\\nease of its being done intentionally, severe corporal\\npunishment or dismission from school seems fco be\\n20", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0299.jp2"}, "298": {"fulltext": "272 THE GOVERNMENT OF THE SCHOOL.\\nthe only proper punishments proportionate to the\\nofTence. Where severe bodily injuries have been\\nreceived, the matter should be referred to the court\\nof the district for settlement.\\nOffences against the general School-Officers should\\nbe punished in the same manner as those against\\nthe teacher.\\nPunishments for Offences against the School\\nas a Whole.\\n1. Speaking evil of the school. It is at least as wrong\\nto slander a school as it is to slander an individual.\\nA pupil may speak evil of a school without de-\\nsigning to do it harm and in such a case the cor-\\nrection of the wrong done, as far as possible, is the\\nobvious penalty. A proper reproof may be admi-\\nnistered with good effect.\\nWith respect to a pupil who deliberately speaks\\nevil of a school with which he is connected, or who\\npurposely tries to injure it, no other punishment\\nwill be so befitting the offence as expulsion.\\n2. A general disregard of the school-regulations in\\nrespect to order. All disorder in a school is an\\noffence against the school as a whole. It disturbs\\nits work, and lessens its reputation. Most of these\\noffences have other relations, however, and their\\nproper punishment can be found stated elsewhere.\\nAmong the numerous examples of offences which\\narise from a general disregard of school-regulations\\nin regard to order, may be named, loud talking,\\nrattling chairs or desks, scraping with the feet, heavy\\nwalking on the floor, leaving seats without liberty\\nto do so, c. c. One of the most effectual means", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0300.jp2"}, "299": {"fulltext": "SCHOOL-LEGISLATION. 273\\nof removing such sources of disorder as these is to\\ncause the offending pupil to sacrifice the privilege\\nhe has abused. A pupil who disturbs the school by\\nloud talking maybe placed at a distance from others\\none who rattles his chair or desk may be made to\\nstand; one who scrapes the floor with his feet or\\nwalks heavily over it ought to be required to pro-\\ncure light shoes or wear none at all; and one who\\nleaves his seat without liberty may be denied that\\nliberty when others enjoy it. The same mode of\\ntreatment applies generally to this class of offences\\nwhether committed in the school-room or on the\\nplay-ground.\\nThere are graver offences which disturb the order\\nof the school, that must be punished in a different\\nmanner, among them, quarrelling, stamping on\\nthe floor, forced coughing, or any noises made to\\nattract the attention of the pupils or to annoy the\\nteacher. The mildest grade of such offences should\\nbe punished by severe reproof, and those of graver\\ncharacter, first by confinement, and afterwards, if\\nnecessary, by suspension or dismission.\\n3. A general disregard of the scliool-regulations in\\nrespect to study. Every good teacher directs his\\npupils what to study, when to study, and how to\\nstudy. His regulations in these respects are as far\\nas possible made general, and the disobedience of\\none pupil has a tendency to affect the whole school\\nand it is thus an offence against it.\\nThe natural punishments in cases of a general\\ndisregard of the school-regulations in respect to\\nstudy are, first, reproof, and it may be public, as the\\noffence is a public one the loss of position, the", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0301.jp2"}, "300": {"fulltext": "274 THE GOVERNMENT OF THE SCHOOL.\\nperformance of whatever duty was neglected, and\\nthe deprivation of such privileges as may be deemed\\nnecessary to secure that performance and when\\nthese remedies fail, and where the reputation of a\\nclass or a school is at stake, resort may be had to\\nsuspension or dismission from school.\\n4. Irregular attendance. Parents may be to blame\\nfor the irregular attendance of their children at\\nschool and in such cases, though the children\\ncannot be shielded from the effects of falling behind\\ntheir classes, occupying a low position in the school,\\nand making little progress in study, they should\\nreceive no further punishment.\\nWhen pupils come late to school in consequence\\nof wasting their time on the way, the teacher may\\ndeprive them of recess or intermission and they\\nwill readily understand that it is just for them to\\nwork while the other pupils play, inasmuch as they\\nenjoyed their play-time in coming to school.\\nA truant is one who absents himself from school\\nwithout the consent of his parents or guardians.\\nThe teacher, of course, knows who are absent, but\\nhe has no means of knowing directly whether they\\nare absent with the leave of responsible parties or\\nwithout their leave. Some means of communicat-\\ning such intelligence ought to exist between teachers\\nand their patrons. Supposing such to be the case,\\nall instances of truancy should be at once reported\\nto the care-takers of the guilty parties at home. A\\nlittle vigilance exercised both at their homes and at\\ntheir school will, in nearly all cases, be sufficient to\\ncorrect the evil.\\nIf, however, as it sometimes happens, teachers can", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0302.jp2"}, "301": {"fulltext": "SCHOOL-LEGISLATION. 275\\nreceive no aid from parents or guardians, confine-\\nment must be resorted to, or the truant must have\\nhis seat declared vacant for a time or altogether.\\nI do not think that personal chastisement is the\\nproper remedy for truancy, although doubtless many\\nteachers have used it with apparently good effect.\\n5. Wrong or unworthy conduct. The wrong or un-\\nworthy conduct of its pupils always injures the\\nreputation of a school. This is true even when the\\noffence is one against the school-property, against\\none another, or against the teacher but the injury\\nto the school as a whole is much greater when pupils\\nare known to become intoxicated, to gamble, to\\ndestroy or take away property, to disturb neighbor-\\nhoods by unnecessary noises, or to create riots in\\nstreets or highways.\\nThe pupils of a school who participate in such\\noffences may do so thoughtlessly; and, if this be the\\ncase, reproof and warning will be sufficient to guard\\nthem against such participation in the future. If,\\nhowever, the offences be committed deliberately\\nand with mal-intent, the teacher who would guard\\nother pupils from the influence of bad example, and\\nwho would keep untarnished the reputation of his\\nschool, must get rid as speedily as possible of such\\ndangerous characters.\\nPunishments for Offences against Visitors at\\nthe School.\\n1. Rude treatment. Rude treatment on the part\\nof pupils to visitors at a school is generally owing\\nto ignorance and reproof and proper instruction\\nfrom the teacher will be the proper correctives. It\\n25*", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0303.jp2"}, "302": {"fulltext": "276 THE GOVERNMENT OF THE SCHOOL.\\npupils treat a visitor at the school rudely, the teacher\\nshould always insist on their making an apology to\\nthe person against whom the offence was committed.\\nJSTo teacher should allow his pupils to make sport\\neven of a beggar.\\n2. Mischievous tricks. Children are fond of fun,\\nand they are sometimes disposed to indulge this\\npassion at the expense of others. I have often seen\\ntricks played by pupils upon strangers who chanced\\nto call at the school, for no other motive. In such\\ncases, the correctives just mentioned in the case of\\nrude treatment should be applied. To compel a pupil\\nto confess himself the author of a trick and to apolo-\\ngize for it, is generally an effectual means of pre-\\nventing its repetition.\\n3. Injury to property. The punishment should be\\nthe same as that for the injury of property belonging\\nto the teacher or school-officers.\\n4. Injury to person. The same principle should\\ngovern the administration of the punishment here\\nas in the cases of injury to person already men-\\ntioned. If pupils commit such injuries during play-\\ntime, confinement at that time, in addition to the\\nother punishments suggested, will probably cure the\\nevil.\\nPunishments for Offences against Society.\\nI have named as offences against society (1) Dis-\\nturbance of the peace; (2) Injury to property, or\\ntrespass upon it; (3) Uncivil treatment or injury to\\npersons. The punishments for all these classes of\\noffences may be considered together.\\nSchool-children may, during play-time, disturb", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0304.jp2"}, "303": {"fulltext": "SCHOOL-LEGISLATION. 277\\nthe peace of the neighborhood by loud noises. or\\nrough games; they may injure fruit-trees, tear\\ndown fences, or frighten horses or cattle they may\\nthrow stones or snow-balls at passers-by, or other-\\nwise treat them uncivilly or do them injury. In all\\nsuch cases, they should be made to repair, as far as\\npossible, the damage they may have done, ask par-\\ndon of the persons they may have injured, and\\nundergo such confinement during play-time as the\\nteacher may deem proper under the circumstances.\\nThese offences, too, may be \u00e2\u0080\u00a2committed by pupils\\nin coming to and going from school and then the\\nteacher, in connection with the parent or guardian,\\nthe duty in this case devolving upon both, should re-\\nquire the same kind of restitution for damage done\\nto property or disrespect shown to persons as when\\nsuch offences are committed near the school during;\\nplay-time. If the offending pupils be detained some\\ntime after school, and compelled to go home alone,\\nthe punishment will generally be effective.\\nThe most grave cases of disturbance of the peace\\nof society, or injury of the property or persons of\\ncitizens, on the part of students, are apt to be com-\\nmitted by those who board away from home. Stu-\\ndents, not so frequently in this country as in Europe,\\nescaping the vigilance of teachers, sometimes engage\\nin bacchanal revels, in riots, in destroying the pro-\\nperty and injuring the persons of those against whom\\nthey entertain some prejudice or hold some ill will.\\nIf reproof avail nothing against such practices, the\\nauthorities of a school must either suspend or expel\\nthe offenders. Their proper punishment, however,\\nbelongs to the state.", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0305.jp2"}, "304": {"fulltext": "278 THE GOVERNMENT OF THE SCHOOL.\\nPunishments for Offences against God.\\n1. Disregard of the religious observances of the school.\\nIt is not uncommon for pupils to be inattentive\\nduring prayer or the reading of the Scriptures in\\nschool; and they sometimes prevent others from\\npaying attention. A remedy I have never known\\nto fail in such cases, is to place the offender where\\nhe cannot easily disturb others, and where inatten-\\ntion on his part can be readily observed by the\\nteacher. A special seat can be provided for the\\npurpose.\\nIf the disregard of such observances be persisted\\nin, and come to be an open violation of the teacher s\\ncommands, the offence must be treated in the same\\nway as any other act of disobedience.\\n2. Creating disrespect for sacred things. Prayer\\nmay be ridiculed in school, the Bible may be con-\\ndemned, and the conduct of good men may be un-\\njustly criticized. Boys in their teens assume to\\ndoubt the truths of religion and make sport of re-\\nlijnous ceremonies. All this is bad in itself, and\\nbad in its effect upon others.\\nFor offences of this kind, reproof may first be\\ntried; next, the confinement of the offenders, in\\norder that the influence of their example may be\\nfelt as little as possible and afterwards, if reform-\\nation be not brought about, suspension or expulsion\\nshould be resorted to. The rod is altogether out of\\nplace as a punishment for offences of this kind. No\\none was ever yet whipped into respect for sacred\\nthings.\\n3. Immoral speaking, profanity, vulgarity. If the", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0306.jp2"}, "305": {"fulltext": "SCHOOL-LEGISLATION. 27!*\\nteacher find among his pupils one who is profane\\nor vulgar, lie must first guard the rest from the in-\\nfluence of his example by compelling bim to sit\\nand play l y himself. If necessary, confinement\\nshould be resorted to; for if this kind of punish-\\nment, accompanied by fitting reproof, answer not the\\ndesired end, no personal chastisement will do it.\\n4. Immoral conduct. All immoral conduct is an\\noffence against God; and, though it is wrong for\\nother reasons, this consideration ought never to l e\\nlost sight of in the punishment of it. Such im-\\nmoral conduct as is most likely to be, com milted by\\npupils at school has already been designated, and\\nthe proper course for the teacher to follow has also\\nbeen indicated: so that nothing remains to be said\\nhere, except that in all wrong-doing the pupils\\nshould be impressed with tin; truth that they are\\noffending against (j!od as well as against them-\\nselves and their fellows. GrOd will punish in His\\nown way offences against Himself but no teacher\\nshould suffer a pupil to laugh during a prayer, to\\nscoff at a religions ceremony, to utter oaths or blas-\\nphemies, to act wickedly, without making him feel,\\nby warnings and by punishments, that he has not\\nonly violated tin; regulations of I he, school, but\\nCommitted a sin in tin; sight of Gk)d.\\n2d. The pardon of those who repent,. The subject\\nnow under discussion would be left incomplete if\\nnothing was to be said in respect to the pardon\\nof those pupils who do wrong, but repeul of their\\nmisconduct*\\nInto all forms of government which relate to\\nhuman beings, there is incorporated some provision", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0307.jp2"}, "306": {"fulltext": "280 THE GOVERNMENT OF THE SCHOOL.\\nfor pardoning, under certain circumstances, persons\\nwho have by their misconduct incurred the penal-\\nties of violated law. This is true in all legitimate\\nstate governments; the head of every family has\\nfelt its necessity; and God Himself has sanctioned\\nit in the grand scheme through which He offers sal-\\nvation to a fallen world. Indeed, the same prin-\\nciple is recognized every day in social life. Men\\nconstantly do wrong to their fellow-men, and ask\\nand receive pardon for their wrong-doing. All\\nmen are conscious of the necessity of receiving\\npardon from persons whom they have wronged,\\nand from God whom they have offended. The\\nprinciple of pardon must be allowed to operate\\nin the government of the school. There is even\\nmore necessity for the exercise of the pardoning\\npower in the school than in the state for children\\nare more apt to do wrong thoughtlessly than men.\\nCan a teacher grant pardon to an erring pupil\\nIf the State-Executive can do so to a guilty subject,\\nor a parent to an offending child, the same right\\nundoubtedly is legally vested in the teacher. He is\\na sovereign in his own sphere, and can punish or\\npardon, being always responsible for the abuse of\\nhis powers. Still, it is evident that the too fre-\\nquent or inconsiderate exercise of the pardoning\\npower in school, as elsewhere, has a tendency to\\nweaken authority. A teacher must be just as well\\nas kind, must punish as well as pardon. The\\npardoning power in school must, therefore, be exer-\\ncised under certain conditions, the most important\\nof which I name, as follows:", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0308.jp2"}, "307": {"fulltext": "SCHOOL-LEGISLATION. 281\\n1st. That the guilty party give evidence of sincerity in\\nhis repentance.\\n2d. That he wake good the damage to all property he\\nhas injured or destroyed.\\n3d. That he apologize to all persons whom he has\\nwronged.\\n4th. That he ask the forgiveness of God when he has\\noffended Him.\\nThe guilty party must give evidence of sincerity\\nin his repentance before he can receive pardon. If\\na pupil commit a fault, and exhibit no signs of\\nregret or sorrow for it, he must incur the full pen-\\nalty attached to the violation of the law he has\\nbroken. Besides, the teacher must satisfy himself\\nthat the repentance manifested is not feigned.\\nPupils are sometimes base enough to profess great\\nsorrow, which they do not feel, for faults, for the\\npurpose of moving the sympathy of teachers and se-\\ncuring their pardon. If in such cases it be granted\\nto one, others will make the same attempt, disci-\\npline will be destroyed in the school, and many of\\nthe pupils will come to be hypocrites. Let the\\nteacher be cautious, therefore, in pardoning the\\nguilty. He has his pupils with him all the time,\\nand, if he deem it proper, he can readily suspena\\nthe punishment of an offender until his future life\\nprove or disprove his sincerity. If, for example,\\na pupil quarrel with a fellow-pupil during play-\\ntime, and the teacher consider that he should be\\nconfined for the offence and deprived of play for a\\ntime, upon his exhibiting repentance the teacher\\nmay suspend the penalty until he have an oppor-", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0309.jp2"}, "308": {"fulltext": "282 THE GOVERNMENT OF THE SCHOOL.\\ntuirity of noticing whether the disposition of the\\noffender has or has not improved.\\nThe guilty party must make good the damage to\\nall property he has injured or destroyed. If a pupil\\nbreak a window or a chair, no matter how sorry he\\nmay be for it, while he may receive free pardon for\\nthe moral part of the offence, he must be required\\nin justice to repair the damage done. A third\\nparty, indeed, may be allowed to do it for him but\\nthe responsibility of doing it belongs only to him\\nwho committed the injury.\\nThe guilty party must apologize to all persons\\nwhom he has wronged. If a pupil has been wanting\\nin respect towards, or has injured in any way, a\\nfellow-pupil, his teacher, a school-officer, a visitor\\nat the school, or any other person, his repentance\\nfor the act cannot be sincere until he is willing to\\nconfess his fault and to apologize to the individual\\nhe has wronged. ~No pardon should be granted him\\nuntil this apology has been given in a manner that\\nis satisfactory to the teacher.\\nThe guilty party must ask the forgiveness of God\\nwhen he has offended Him. All bad conduct is an\\noffence against God; but some kinds of conduct of\\nwhich pupils are sometimes guilty have been pointed\\nout as being peculiarly so. A pupil who has com-\\nmitted an act of this kind must be required by the\\nteacher to ask God for forgiveness before he can be\\nrelieved by the teacher from any penalty which may\\nhave been attached to his misconduct. Let the pupil\\nhave time to report that forgiveness, and, when God\\nforgives, the teacher may safely do so. God requires\\na reformed life, however; and so may the teacher.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0310.jp2"}, "309": {"fulltext": "school-legislation. 283\\n3. Means of inducing Pupils to discharge\\ntheir Duties of their own Accord. The end of\\nall government of the young is to make them capa-\\nble of governing themselves. The highest impera-\\ntives to duty must come from within. When a\\npupil acts well of his own accord, even under\\nunfavorable circumstances, the object of school-\\ngovernment has been attained in him. It is well\\nfor school-authorities to provide means for prevent-\\ning disorder in the school but it is better to strive\\nto train pupils to be so firm in their character, so\\nstrict in their integrity, that they will stand erect,\\nself-poised, even when temptations are held out by\\nfalse gods to allure them to wickedness. It is well,\\nalso, for school-authorities to provide means of cor-\\nrecting such disorder as may occur in the school\\nbut it is better to strive to make the law of con-\\nscience of such binding force in the school that\\npunishments and pardons will become unnecessary.\\nTeachers must strive to attain this end, to induce\\ntheir pupils to discharge their duties of their own\\naccord; but they must not expect to reach it. This\\nend the end of human perfection is the great end\\nof the discipline of life, which God is working out\\nin the lapse of centuries.\\nTo discuss this subject fully would be to open up\\nthe whole field of Moral Culture, than which no\\nother educational work could be fraught with more\\ninterest; but it is not included within the scope of\\nthis volume. A mere outline of the subject is all\\nthat will in this place be ventured upon.\\nIn order that a pupil may discharge his duties of\\nhis own accord, he must\\n26", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0311.jp2"}, "310": {"fulltext": "284 THE GOVERNMENT OF THE SCHOOL.\\n1st. Know what is right.\\n2d. Feel the claims of the right.\\n3d. Will to do the right.\\nThe teacher must, therefore, direct his attention\\nto three kinds of moral training, which, if the ex-\\npressions be allowable, may be named as follows:\\nMoral Knowing, Moral Feeling, and Moral\\nWilling.\\nPupils must know what is right. It is obvious that\\nright knowing must precede right feeling and right\\ndoing. A blind man may desire to pursue a certain\\npath, yet if he cannot see it he will be apt to take\\none which leads in a different direction.\\nThe apprehension of the right is intuitive; but\\nw T e are not conscious of possessing such a power\\nuntil we notice right and wrong actions. Our idea\\nof right is not formed by the generalization of the\\nconsequences of the acts of responsible beings but\\nsuch consequences furnish the occasion of its for-\\nmation. In expanding this idea and making it clear,\\nthe teacher s duly consists in judiciously multiplying these\\noccasions.\\nMany things are wrong in school which elsewhere\\nmight be right; as, for example, playing in school-\\nhours, talking, going some distance away from the\\nschool-house, c. c. For the purpose of making\\npupils acquainted with their duty in these respects,\\nit is best for the teacher to have a system of writ-\\nten school-rules, or school-regulations, covering this\\nground. But, in order that pupils may fully under-\\nstand them, the reasons upon which they are based,\\nand illustrations of the consequences of disobeying\\nthem, should be presented.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0312.jp2"}, "311": {"fulltext": "SCHOOL-LEGISLATION. 285\\nIt is not, however, with regard to the acts of pu-\\npils which would be conventionally wrong that the\\nteacher should most concern himself, but with re-\\ngard to such as are absolutely wrong, wrong in the\\nschool and wrong everywhere else. Pupils must be\\ntaught to know good from evil. How When old\\nenough, they can learn it from the Bible, from works\\non Ethics, from Nature, and from History: tohen\\nyoung, they can learn it only from specific examples.\\nThe question, whether an act is right or wrong,\\ncomes up many times every day in the school-room\\nand in social life. Let the teacher constantly call\\nupon his pupils to decide such questions. The\\npower by which we discriminate right from wrong\\nmust have exercise. The teacher must furnish it,\\nfurnish it in governing his school, furnish it in\\nhearing recitations, furnish it in commenting upon\\nevents transpiring in the world, furnish it in pri-\\nvate conversation with his pupils. Pupils must be\\ntrained to form the habit of appealing to their consciences\\nto guide their conduct.\\nThe form in which moral questions should gene-\\nrally be presented to the young for decision is the\\nconcrete, as examples. Truths presented in a nar-\\nrative form, or as a story, secure attention and reach\\nthe heart. A child cannot discern a truth deep hid-\\nden in a proverb or an aphorism. I would prefer\\nRising a work on History to a work on Ethics in im-\\nparting moral instruction to the young.\\nPupils must feel the claims of the right. Wrong\\nacts are not often owing to ignorance of what is\\nright; they much more frequently arise from the\\nfact that men do not feel the strength of the impera-", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0313.jp2"}, "312": {"fulltext": "28 3 THE GOVERNMENT OF THE SCHOOL.\\ntives to duty. The head is oftener right than the\\nheart. In moral training, the feelings which impel\\nmen to the performance of duty must be aroused;\\nthere must be heart-culture. This, indeed, is the\\nmost delicate and difficult work incident to the\\nteacher s profession.\\nMoral truth must be so presented as to awaken\\nmoral feeling. To the mature mind nothing can\\nbe more agreeable than a great principle when ex-\\npressed in the most concise form, when it is crystal-\\nlized in words. I am inclined to think, however,\\nthat the feeling thus arising is more intellectual than\\nmoral in its nature. The moral heart throbs only\\nin response to principles expressed in life, in tangible\\nrealities. It is the philanthropist visiting prisoners\\nin their cells, the patriot dying for his country, the\\ngood Samaritan relieving by the wayside the wants\\nof the man who had fallen among thieves, the ex-\\npiring Saviour praying for his enemies who were\\ncruelly crucifying him, these and other such scenes\\nas these, that most move the better impulses of our\\nhearts. Whether this statement is correct or other-\\nwise, I am certain that the concrete is the only\\neffective form in which the young can be made to\\nfeel the claims of the right. A single reading of\\nthe story of George Washington and his little\\nHatchet will do more to make a child honest and\\ntruthful than the maxim Honesty is the best\\npolicy repeated to him a thousand times. Taking\\nadvantage of this hint, the teacher can find exam-\\nples of the good, illustrations of noble principles,\\nincidents, anecdotes, stories, with which he can ac-\\nquaint his pupils and be rewarded by seeing them", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0314.jp2"}, "313": {"fulltext": "SCHOOL-LEGISLATION. 287\\ngrow in virtue. Moral acts may be presented in\\npictures, and these, when properly used, can be\\nmade to exert a very powerful influence upon the\\nyouthful heart.\\nThere are times when the heart seems hardened.\\nThere are times, too, when it seems open to receive\\nimpressions from good influences. Let the teacher\\nseize the fit occasion for giving his moral lessons.\\nI have never succeeded well in giving such lessons\\nwhen I appointed a fixed time and place for doing\\nit. I have succeeded well when I was all alive to\\nthe great interests involved, and dropped, now and\\nthen, into the open hearts of my pupils, seeds of\\ntruth which I have reason to know have grown up\\nproducing fruit, some thirty, some sixty, and some\\nan hundred fold. The human heart is a fortress\\nthat can be taken better by indirect than by direct\\napproaches.\\nThe influence of example is very powerful with\\nthe young. A teacher does his pupil a great ser-\\nvice when he induces him to read the biography of\\na good or great man. Such biographies should fill\\nthe shelves of our school-libraries. Pupils would rise\\nfrom the reading of them with more admiration for\\nnoble deeds and a greater desire to do them. The\\nteacher s own example, if a worthy one, will do\\nmuch to make his pupils love virtue. If they love\\nhim, they will insensibly make him a model.\\nChildren learn to love to do what they have\\nformed the habit of doing. If a child has been\\ntaught to give a penny to deserving persons asking\\nalms, he will not withhold help from the poor and\\ndistressed when he becomes a man. Ono who is\\n26*", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0315.jp2"}, "314": {"fulltext": "283 THE GOVERNMENT OF THE SCHOOL.\\naccustomed in youth to always ask forgiveness of\\nthose he may have wronged, will always feel like\\ndoing it. The habit of prayer formed at our\\nmother s knee is apt to ripen into a love for such\\ncommunion with God. A boy who has been made\\nto obey parents and teacher will never plot rebel-\\nlion in the state. Solomon was wise in saying,\\nTrain up a child In the way he should go, and\\nwhen he is old he will not depart from it. Teach-\\ners have abundant opportunities of inculcating vir-\\ntuous habits.\\nA pure character is exceedingly beautiful. A\\ngood man is the noblest work of God. Let the\\nteacher inspire his pupils with a high ideal of\\nhuman perfection. Let him spare no pains to make\\nmoral excellence attractive. Let him ever hold up\\nbefore them a model whose perfections they may\\nendeavor to realize in themselves. A high aim anil\\na noble purpose actuating a young man, he can\\nhardly sacrifice his manhood so far as to waste his\\ntime in foolish pleasures or ruin body and soul by\\ndegrading vices.\\nTo all this it must be added that mere moral cul-\\nture does not make Christians. The love of God\\nmust be shed abroad in the heart before men are\\nsecure from the temptations of life. The great\\ntruths of our holy religion should be taugl^t in all\\nour schools. The Scriptures should be read, hymns\\nshould be sung, prayers should be offered. Let\\nyoung souls come in contact with the beautiful and\\nennobling truths of the gospel, and they will be\\ngreatly strengthened for the conflicts of life and\\nbetter prepared for the enjoyments of heaven.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0316.jp2"}, "315": {"fulltext": "SCHOOL-LEGISLATION. 289\\nPupils must will to do right. We may know what\\nis right and feel an interest in doing it, and still fail\\nin the resolution to begin the work. How many\\nfull-grown men there are who lack firmness, deter-\\nmination, executive power, will! Any moral cul-\\nture is incomplete that does not give this kind of\\nstrength to character.\\nPupils should be accustomed to do what they\\nundertake. The teacher should carefully measure\\ntheir capacity and induce them to work up to it.\\nThere is much in trying, and, if we fail once, in try-\\ning and trying again. If a teacher allow his pupils\\nto give up their tasks because they cost some labor,\\nthey will soon be unwilling to do any thing. On the\\ncontrary, he should spare no pains to inculcate habits\\nof perseverance, no pains to teach them to have\\nconfidence in their own powers. Thus in general\\nmust what we call character be formed. Specifically,\\nthe young must be trained to will to do right. This\\nkind of training requires a careful hand; for ten\\nthousand foes watch to destroy the first buddings\\nthat a tender soul sends up to the light. As the\\nworld stands, there is no harder task than that of\\nforsaking sin and death and seeking purity and life.\\nFor the purpose of aiding them most effectually in\\nwil liner right, the teacher must come close to his\\npupils; he must prove himself their friend; he must\\nsympathize with them; a common bond of affection\\nmust link them together. Thus allied by sympathy\\nto his pupils, the teacher can prompt good resolves,\\nhe can foster them, and, Mentor-like, he can proffer\\nproper help while their strength is tested by the\\nstorms of life. Every step taken in the path of", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0317.jp2"}, "316": {"fulltext": "290 THE GOVERNMENT OF THE SCHOOL.\\nvirtue must be fought for. Enemies await the ap-\\nproach of travellers in it, and attack them on the\\nright hand and on the left, in front and rear. None\\nbut the brave can conquer; but the victory is glorious.\\nLet teachers ever keep in view this great battle\\nwhich all must fight, feebly or fearlessly, and nerve\\ntheir pupils to triumph in it.\\nNothing is better calculated to inspire courage\\nthan examples of it. These examples may be found\\nin both profane and sacred history. Amidst many\\nmoral cowards, the world presents some moral\\nheroes. The young will eagerly read or listen to\\naccounts of these, and grow like them.\\nBoth parents and teachers sometimes err in their\\ntreatment of children who are called stubborn. As\\na general thing, it is most unwise to punish them\\nfor the purpose of breaking their wills, as it is\\ncalled. It is better to make them feel the natural\\neffects of their stubbornness, to divert them from\\ntheir purpose, or to conquer them with patience. Every\\nparent who has a child with a strong will should be\\nthankful for it; for the world is now full of tame,\\nweak, irresolute, cowardly human beings, and their\\nfurther increase is not at all desirable. A strong\\nwill in a child may put parents and teachers who do\\nnot know how to control it to some inconvenience;\\nbut I look upon it as a nobler gift than the gift of\\ngenius. The world would stand still but for men of\\nstrong will; and the highest virtue is unattainable\\nwithout it.\\nIV. School- Administration.\u00e2\u0080\u0094 Many things have\\nalready been discussed that would properly come", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0318.jp2"}, "317": {"fulltext": "SCHOOL-ADMINISTRATION. 291\\nunder the head of school-administration, were this\\nsubject to be treated of by itself. All that remains\\nto be done now may be stated as follows:\\n1. The Detection of Offenders.\\n2. The Selection of the Punishment for Of-\\nfenders.\\n3. The Manner of Inflicting Punishment upon\\nOffenders.\\n1. The Detection of Offenders. The detection\\nof offenders in school is often a delicate and difficult\\nduty. The difficulty is not so great in schools for\\nyoung pupils, or in those where the teacher has the\\npupils during school-hours under his eye in school-\\nroom or on play-ground, and whose time out of\\nschool-hours is spent under the control of parents or\\nguardians, as it is in those differently situated. Young\\npupils are more ready to confess their own faults,\\nare less skilful in concealing them, and talk much\\nmore freely about the faults of others, than those\\nwho are older. When a teacher is with his pupils\\nall the time, he will be likely to see by whom wrong\\nacts are done; or, if not, he is in much more favor-\\nable circumstances for finding out the offender than\\nwhen the offence is committed in secret and plans\\ncontrived to prevent detection. The position of a\\nteacher is far from enviable when he feels that his\\nauthority has been disregarded, the interests of his\\nschool jeopardized, and yet that he is unable to\\ndetect the offender. There is an aversion among\\nstudents in higher institutions of learning against\\ninforming on a fellow-student, however grave his", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0319.jp2"}, "318": {"fulltext": "292 THE GOVERNMENT OF THE SCHOOL.\\noffence may be and this increases the difficulty the\\nteacher experiences in tracing mischief back to its\\nauthor. If, however, in any circumstances, misde-\\nmeanors occur in school which are calculated to\\nimpair his authority among good pupils and dis-\\ngrace the school, it is the teacher s duty, if possible,\\nto detect and punish the offenders. The duty is\\noften unpleasant, and requires much time in its per-\\nformance but a school without order is like a ship\\nin a storm without a helm. When a nation loses\\nits power to detect and punish crime, it is a sure\\nsign of its downfall; when a similar want is felt in\\nschool, all school-government will be a failure.\\nIt is unnecessary here to say any thing of those\\noffences of which the teacher is an eye-witness, or\\nof those a numerous class which it is best for him\\nto allow to pass in silence and we proceed to con-\\nsider the remaining class of offences, with respect\\nto which the good of the school demands that those\\nwho commit them should be detected and punished.\\nSuppose an offence committed in school, and the\\noffender unknown: what should be the teacher s\\ncourse\\n1st. He may state the facts to the whole school,\\nsay that the matter would be investigated, and\\nrequest the guilty parties to make a private con-\\nfession of it. He may even name a time when they\\ncan meet him for that purpose. If the teacher\\nenjoy the respect of the pupils who committed the\\noffence, if they have reason to think that he will\\ntreat them justly and kindly, and if they have been\\ntaught that self-confession is honorable as well as\\nprofitable, they will be likely to call upon the teachei", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0320.jp2"}, "319": {"fulltext": "SCHOOL-ADMINISTRATION. 293\\nand make known their connection with the fault.\\nEspecially will this he the case if the fault occurred\\nby accident or without any mal-intent. The success\\nof such a method of detecting offences depends,\\nhowever, almost wholly upon the manner of the\\nteacher in asking for the self-confession, and the\\nconfidence reposed in him by his pupils. A pupil\\nwho under such circumstances freely confesses his\\nfault, and shows that he is sorry for it, should not\\nbe severely punished. The upbraidings of his own\\nconscience are already punishing him and the\\nteacher may generally with safety grant him a con-\\nditional pardon.\\n2d. If the preceding method fail, the teacher may\\nquietly gather up such facts as he can learn of the\\ncircumstances connected with the offence. He, in\\nall probability, already knows that certain of his\\npupils would not commit such an offence; he will\\nfind that others were absent; still others could not\\nhave taken part in it, from various circumstances;\\nand some will volunteer such information as will\\nclear themselves, and possibly may be led to indi-\\ncate at least who are innocent. In this way, the\\ncircle among whom the offenders must be found is\\nvery much narrowed, and circumstances more or\\nless strong will point to the guilty parties. A pri-\\nvate interview may now be had with these, at which\\nthe suspicious circumstances should be plainly and\\ndirectty stated, and the question asked of each how\\nhe can explain these circumstances, and whether he\\nis guilty of the fault of which they seem to indicate\\nhis guilt. In nine cases out of ten, if the teacher\\nproceed judiciously, a confession will now be made;", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0321.jp2"}, "320": {"fulltext": "294 THE GOVERNMENT OF THE SCHOOL.\\nand the punishment can be adjusted according to\\nthe nature of the offence. I ought not to omit the\\nremark that a teacher should be very careful in\\naccusing a pupil even when circumstances seem to\\npoint clearly to him as the guilty party for I have\\nknown very great harm to result from so doing.\\nThe principle is a good one, in school as well as in\\ncourts of justice, to consider all persons innocent\\nuntil proven guilty; but no pupil can object to\\nbeing allowed the privilege of explaining circum-\\nstances which seem to indicate his connection with\\nbad conduct; or, if he does, the inference is pro-\\nbably correct that he is either himself guilty or de-\\nsires to conceal the guilt of another.\\n3d. If the teacher fail to find circumstances which\\npoint to particular individuals as the guilty parties,\\nhe may require each pupil, in the presence of all the\\nrest, to answer questions as to whether he was either\\na principal or an accessory in the misconduct. The\\njustification for such a course of procedure is that the\\ninterest of the school demands the detection of the\\noffender, and that, as long as no one in particular\\ncan be accused of the fault, its disgrace attaches\\nitself to all. In such circumstances, while many\\nwell-meaning pupils might be unwilling to implicate\\nothers, they would not hesitate to exculpate them-\\nselves and none but the most hardened would dare\\nto utter a falsehood in the presence of the teacher,\\nand of school-fellows who knew it to be a falsehood.\\nThis method of detecting an offence should not be\\nresorted to unless the offence be a grave one, and\\nunless the teacher be sure he will be sustained by the\\npublic sentiment of the school. He must manage", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0322.jp2"}, "321": {"fulltext": "SCHOOL-ADMINISTRATION. 295\\nthe matter very carefully, too, if he expects the\\nwhole influence to be beneficial upon his pupils.\\nAll he does should be done calmly and deliberately.\\nNoise, hurry, and fuss in such cases always do harm.\\n4th. It may happen that all the pupils in a school\\nwill deny being concerned in the misconduct which\\nis charged against them. The guilty may be base\\nenough to utter a falsehood, either in public or in\\nprivate. They and their friends may refuse to answer\\nat all; they may give a wrong answer with some\\nmental reservation or equivocation or they may\\ndeny the right of the teacher to make them convict\\nthemselves, as they may hold he is endeavoring to\\ndo when questioning them as described in the pre-\\nceding paragraph. The creed that some students\\nhold is as follows: never to confess their own guilt,\\nand never to inform teachers with respect to the\\nguilt of others. Such a creed is immoral in itself;\\nand in whatever institution of learning it is gene-\\nrally practised by the students, it will render good\\ngovernment impossible. Students, indeed, some-\\ntimes plan the means of escaping detection at the\\nsame time they concoct the mischief. In circum-\\nstances like these, what must a teacher do His\\nresort must be to students who value the interests\\nof the school and who do not sympathize with the\\nplans and plots of their reckless school-fellows.\\nUnfortunate the school where such cannot be found\\nIn ordinary circumstances, one student ought not to\\nbe asked to inform upon another; but in cases of\\nmalicious mischief, wanton destruction of property,\\ntheft, conspiracy against the school-authorities, and\\noffences equally grave, it is the duty of every weJl-\\n27", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0323.jp2"}, "322": {"fulltext": "296 THE GOVERNMENT OF THE SCHOOL.\\nmeaning student who cares for the reputation of his\\nschool or teachers, who wishes well to his fellow-\\nstudents, to come forward, either publicly or pri-\\nvately, and tell all he knows ahout the matter.\\nSeeing the position of affairs, volunteers will often\\nbring information that will lead to the detection of\\nthe offenders; or, if not, a judicious teacher can\\nquietly obtain it.\\n5th. It might happen that all the circumstances at-\\ntending the committing of a misdemeanor at school\\nwould be unknown to all except the guilty parties,\\nand that they would refuse to reveal any thing con-\\ncerning it. In such a case, the teacher can do no-\\nthing except to use increased vigilance. Special\\nguards may be appointed, while all the ordinary\\naffairs of the school should go on as if nothing had\\nhappened. Those who deliberately do mischief\\nonce, if not detected, will most likely soon repeat\\nthe offence under circumstances which will render\\ntheir detection more easy. Besides, to-day, as with\\nCain, a mark is set upon a guilty person which a\\nkeen eye can detect. The teacher must be watch-\\nful. If eternal vigilance is the price of liberty\\nin a state, it is the price of order in a school.\\nIt is proper to notice, in concluding this topic, a\\nsystem of self-confession which is practised in some\\nschools, and is called the Self-Reporting System. A\\nfew illustrations will show how it operates. Near\\nthe close of the school-day, some teachers call upon\\nall their pupils who have in any way violated the\\nschool-rules to raise their hands if there has been\\none violation, one finger maybe held up; if two,\\ntwo; and so on. The teachers, then, noticing the", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0324.jp2"}, "323": {"fulltext": "SCHOOL-ADMINISTRATION. 297\\nhands, make such inquiries as they deem necessary,\\nand assign to each culprit the punishment he seems\\nto deserve. Other teachers reduce the offences of\\nthe school to a few classes, have them printed on\\nproperly arranged cards, which are given to the\\npupils to be filled out, at the end of a week or some\\nother stated time, with a record of the kind and\\nnumber of offences each has committed, and then\\nreturned to the teachers.\\nWith all due respect to some excellent teachers\\nwho adopt the Self-Reporting System, I must be\\nallowed to express my doubts both as to its policy\\nand the principle upon which it is based. I do not\\nobject to a pupil s confessing his fault to his teacher,\\nthe furthest from it possible but a formal, forced,\\nand public manner of doing it must deprive the\\nconfession of much of its good effect. Pupils must\\nexperience much difficulty in selecting those of their\\nshortcomings which ought to be reported, and in\\nrepresenting the exact extent of their offending, even\\nwhen disposed to report correctly; and it must be\\nacknowledged on all hands that there would be\\nsuch a strong temptation to report incorrectly that\\nmany could not resist it. Besides, in many cases\\nthe teacher would have to make inquiries back of\\nthe reports pupils are not always willing to convict\\nthemselves and, when compelled to punish those\\npupils for omissions in their reports, he will find\\nhis success less than if he had punished them\\ndirectly for the offence itself. In a few schools,\\nwhere all, or nearly all, the pupils are actuated by\\nhigh moral principles, the system may work well;\\nbut in the majority of our schools it would produce", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0325.jp2"}, "324": {"fulltext": "298 THE GOVERNMENT OF THE SCHOOL.\\nsuch complications in their government as must\\ncause it to end in failure.\\n2. The Selection of the Punishment for Of-\\nfenders. The detection of an offence in the work\\nof administrating the affairs of the school must be\\nfollowed by the punishment of the offender. The\\nkinds of punishment open to the teacher, and the\\nprinciple by which he should be guided in selecting\\nthem, have already been treated of; and it is only\\nnecessary to notice here some considerations which\\nthe teacher must take into account in determining\\nthe degree of the punishment.\\nThe degree of the punishment depends upon the\\nnature of the offence. If the offence be a grave\\none, greatly destructive of good order, it should be\\npunished with more severity than an offence of\\nmilder form.\\nThe degree of punishment depends upon the\\ncharacter and disposition of the offender. !N o wise\\nteacher will treat all children in the same manner.\\nThe general principles of school-government must\\nbe modified in their application to individuals.\\nPractitioners in Law and Medicine recognize like\\nmodifications in applying the principles of these\\nsciences. It would be wrong to punish in precisely\\nthe same way pupils who have refined feelings, and\\nthose who are insensible to beauty or propriety;\\npupils who have a high sense of honor, and those\\nwho scarcely know when they insult another or are\\ninsulted themselves pupils who can hardly bear a\\nword of reproach, and those whose hearts are hard-\\nened into stone. The Proverb says, A reproof\\nentereth more into a wise man than a hundred", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0326.jp2"}, "325": {"fulltext": "SCHOOL-ADMINISTRATION. 299\\nstripes into a fool. Girls, too, as a general thing,\\nneed less severe punishments than boys.\\nThe degree of punishment depends upon the\\nmotive which prompted the misdemeanor. It is\\nprobably true that teachers often attribute worse\\nmotives to their pupils than those which actuated\\nthem. They judge them by their own standard of\\nright and wrong, when they should be judged by one\\nquite different. The young are thoughtless, and,\\nin consequence, often do things which are wrong.\\nThey are fond of fun, and frequently engage in\\ntricks, with that end in view, which have bad results.\\nThe teacher must carefully distinguish such motives\\nfrom those which are really bad, and administer his\\npunishments accordingly. Whenever a teacher is\\ncompelled to hesitate in deciding whether an act\\nwas done from a bad motive or not, he should allow\\nthe erring pupil the benefit of his doubt.\\nThe degree of punishment depends upon the\\ncircumstances in which the offence was committed.\\nThe teacher must discriminate between a wrong\\nact done by accident, and one done purposely be-\\ntween one committed by an unsuspicious, credulous\\nboy, and one committed by a bold, cunning fellow\\nwho plots mischief which he persuades others to\\nengage in between one done under provocation or\\nwhile angry, and one coolly meditated and delibe-\\nrately executed.\\nThe degree of punishment depends upon the\\ndifficulty necessarily attending the detection of the\\noffence. The state acts upon this principle; and so\\nmust the school. A pupil who commits a misde-\\nmeanor openly is not likely to be as bad as one who\\n27*", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0327.jp2"}, "326": {"fulltext": "800 THE GOVERNMENT OF THE SCHOOL.\\ndoes it secretly; and one who deliberately plots mis-\\nchief and contrives plans to conceal it is the worst\\nof all. Some wrong acts, too, in their nature are\\nless easily discovered than others. It is evident\\nthat punishments must be adjusted with reference\\nto these facts.\\nThe degree of punishment depends upon the\\nnumber of times an offence may have been re-\\npeated. For a first offence a pupil ought not to be\\npunished as severely as for a second or third.\\nSuch are the most important principles in the\\nlight of which school-punishments are to be ad-\\njusted. It would be unwise to attempt more than\\nthis statement of principles. The judges of our\\ncourts have extensive discretionary powers with\\nrespect to the infliction of punishment upon those\\nwho violate the laws of the state and these powers\\nare necessary, because the degree in which a crimi-\\nnal act is wrong can only be determined from a full\\nknowledge of all the circumstances which were\\nconnected with its commission. Teachers, too, must\\nhave discretionary powers. While they should care-\\nfully study the kind of punishment which naturally\\nfollows school-offences, and carefully estimate the\\nweight of all the considerations upon which the\\ndegree of punishment in school depends, no theory\\nshould bind them to a fixed mode of procedure.\\nGreat general principles must guide the teacher in\\nall his practice but these principles do not pre-\\nsuppose uniformity in their application.\\n3. The Manner of inflicting Punishment upon\\nOffenders. A list of school-punishments was given\\non a previous page; and with respect to the manner", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0328.jp2"}, "327": {"fulltext": "SCHOOL-ADMINISTRATION. 301\\nof inflicting some of these, nothing need he said, as\\nthey indicate in themselves what it ought to he. A\\nfew remarks will he made respecting the manner\\nof inflicting three of them, viz. reproof, confine-\\nment, and personal chastisement.\\nReproof is the most common mode of school-\\npunishment, and, if well administered, it is generally\\nsufficient to secure good order. An erring pupil\\nshould he reproved in as few words as possible, and\\nin such a way as to make him feel that the reproof\\nis intended for his good.\\nReproof may he administered directly or indi-\\nrectly. When the offenders are known, it is gene-\\nrally best to speak to them directly. Pupils are not\\nvery quick to apply to their own conduct general\\nremarks directed to the whole school. The manner\\nof the prophet Nathan, in his rebuke of David,\\nwhen he said, Thou art the man, is the best\\nmethod for correcting school-offences. A teacher\\nshould never shrink from the duty of telling any\\npupil his faults; and pointless reproof directed to\\nall the pupils, when particular ones are meant, is\\nmostly unproductive of good, and frequently dictated\\nby a cowardly spirit. There are times, however,\\nwhen a fault has been committed of which some are\\nmore and some less guilty, and other participants in\\nit are guilty to an extent not known, or when the\\nschool or class generally has fallen into some habit\\nthat is leading to unpleasant consequences, at which\\nan indirect exposure of the fault, and an indirect re-\\nbuke of all who may be guilty of it, would be good\\npolicy. A whole school may sometimes be lifted\\nup at once to a higher moral position by having its", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0329.jp2"}, "328": {"fulltext": "302 THE GOVERNMENT OF THE SCHOOL.\\ngeneral faults or shortcomings judiciously reproved,\\neven though no names are specially referred to.\\nReproof may be administered privately or pub-\\nlicly. In a large majority of cases, it is much better\\nto reprove a pupil in private. By so doing, the\\nteacher will avoid the expression of any sympathy\\nfor the offender on the part of his schoolmates,\\nhe will put it out of their power to accuse him of\\nweakness in making his acknowledgments, and he\\nwill enjoy a much better opportunity of leaving\\ngood impressions upon his mind or prompting good\\nresolves in his heart. A teacher can come much\\ncloser to a pupil when he speaks to him in private.\\nThe communication is more free when none are\\npresent to listen or criticize. But there are offences\\nwhich ought to be punished publicly. If a pupil\\npublicly disobey a teacher, he should be made to\\nsubmit publicly. Whenever the offence is of such\\na character that it will be condemned by a large\\nmajority of the school, no harm can arise from\\nrebuking publicly the person who committed it.\\nOffences against the school as a whole should gene-\\nrally be publicly punished, either by reproof or\\notherwise.\\nConfinement is a much more natural, and would\\nprove, if judiciously used, a much more effectual,\\npunishment for many school-offences than personal\\nchastisement.\\nThe confinement may take place in the school-\\nroom. It is a species of confinement to seat a\\npupil at a distance from others. The confinement\\nbecomes quite a severe punishment when a pupil\\nis detained in the school-room after school has been", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0330.jp2"}, "329": {"fulltext": "SCHOOL-ADMINISTRATION. 303\\ndismissed or during intermissions. A long deten-\\ntion after school may be inconvenient on several\\naccounts; and in place of it, as a general thing, I\\nwould recommend detention during intermissions.\\nThe confinement may take place in a separate\\nroom connected with the school-room; and this is\\ndecidedly preferable for such a purpose to the\\nschool-room itself. Of course, I do not mean a\\ncell, but rather a pleasant little room specially\\nfitted up for the purpose. A closet, or dark room,\\nis very objectionable. I would make it bear some-\\nwhat the same relation to the school that a prison\\ndoes to society; and I am well satisfied that, with\\nsuch a room, the graver offences which occur in\\nschool could be effectively punished without resort\\nto the rod.\\nPersonal chastisement is considered a necessary\\npunishment in school. If home discipline were\\nwhat it should be, I would allow that it could be\\ndispensed with altogether. Some forms of apply-\\ning this kind of punishment were referred to on\\nanother page, under the name of Personal Indigni-\\nties. I speak of the matter here for the purpose of\\nsaying again that I disapprove of them all. If a pupil\\nopenly disobey a teacher, just force enough, and of\\na kind best suited to the purpose, may be used to\\nsecure obedience; but, under any other circum-\\nstances, the best mode; of administering personal\\nchastisement is with the rod. The Bible seems to\\napprove the use of the rod as an instrument for in-\\nflicting this kind of punishment; and experien\\nhas shown that the Bible is right. No form of\\ntreatment can be worse for a child than the habit", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0331.jp2"}, "330": {"fulltext": "304 THE GOVERNMENT OF THE SCHOOL.\\nof slapping his hands, boxing his ears, pulling his\\nhair or ears, twisting his nose, c. c, for slight\\noffences. If he deserve punishment, and personal\\nchastisement seem best suited to the case, let him\\nbe whipped with a suitable rod, and with some se-\\nverity; for an offender that deserves whipping at\\nall deserves to be well whipped. It is veiy sel-\\ndom, indeed, that I would whip a boy before the\\nschool. I doubt whether the witnessing of such\\npunishments is ever beneficial to a school. When-\\never practicable, personal chastisement should only\\nbe inflicted after due deliberation. A little delay\\nwill enable the teacher to administer the punish-\\nment with more effect. If angry, it will allow time\\nfor his anger to cool; and he will then be more\\nlikely to make the severity of the punishment pro-\\nportionate to the criminality of the offence. A few\\nhours of reflection, too, will enable a pupil to see\\nan act of wrong in a very different light from that\\nin which it appeared at the moment of its commis-\\nsion. Let me say very earnestly to all teachers,\\nBe in no haste to inflict punishments, and especially cor-\\nporal punishments.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0332.jp2"}, "331": {"fulltext": "CHAPTER V.\\nTHE AUTHORITIES OF THE SCHOOL.\\nIn treating of the science of Political Economy,\\nthe discussion is not considered complete unless it\\nincludes the producer, as well as the thing pro-\\nduced, those who operate upon a thing, as well as\\nthe thing upon which the operation is performed;\\nso, in unfolding the subject of School Economy,\\nour work would be but partly done, if we omitted\\nto say any thing concerning the agents who devise,\\ndirect, and control the whole machinery of schools,\\nand the source from which all their power and rigbt\\nto do so are derived.\\nThe matter which it seems desirable to present\\ncan be most conveniently arranged in three sec-\\ntions, as follows\\nI. The Teacher.\\nII. The General School-Officers.\\nIII. The People in respect to Schools.\\nI. The Teacher. Whatever the topic previously\\nunder consideration, the teacher has been ever pre-\\nsent in our mind. When speaking of the Prepara-\\ntion for the School, the teacher was the principal\\nagent referred to, whose duty it was to make that\\npreparation; and, when treating of the Organiza-\\n305", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0333.jp2"}, "332": {"fulltext": "306 THE AUTHORITIES OF THE SCHOOL.\\ntion, Employments, and Government of the School,\\nthe teacher was constantly before us, if not in all\\nplaces the principal figure in the picture, yet always\\nan indispensable accessory to its proper effect. We\\nwill now put him altogether in the foreground and\\nit is our desire to paint him as he should be, a\\nmodel man.\\nThe subject will be discussed in the order of the\\nfollowing heads\\n1. The Teacher s Motives.\\n2. The Teacher s Qualifications.\\n3. The Teacher s Duties to his Pupils.\\n4. The Teacher s Duties to his Profession.\\n5. A Teacher s Life.\\n1. The Teacher s Motives. God has intrusted\\nto our care no duty so responsible as that of the\\nculture of our minds. The duties of the farmer,\\nthe mechanic, the merchant, the lawyer, the doctor,\\nare necessary to the welfare of society, but all of\\nthem relate in practice to what is temporary and\\nperishable; while teaching, in its broadest sense,\\nincludes that preparation which must be made by\\nimmortal beings to enjoy the highest happiness be-\\nyond the grave. If the work of the teacher is so\\nnoble, he must enter upon it confident of his ability\\nto discharge well its responsible duties, and. with\\nmotives the purest that can actuate human conduct.\\nThe diverse necessities of society give rise to many\\nkinds of business. Men are born peculiarly fitted\\nfor each. But if there is one office more than\\nothers divinely appointed, and to which men are", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0334.jp2"}, "333": {"fulltext": "THE TEACHER. 307\\ndivinely called, it is that of teacher. Men with\\nsensual natures and mercenary aims ought not to\\nbe found anywhere, but everywhere rather than in\\nthe school-room, where character is in its formative\\nstate, and where every chord that is struck in a\\ntender mind vibrates at the throne of God.\\nIf by any means those who now have charge of\\nour schools could be summoned to state the objects\\nthey have in view or the motives by which they\\nare actuated in teaching, it is to be feared that\\nmany of them would fail to come up to that stand-\\nard of duty which is adopted by every true teacher.\\nThere may be found, attempting to teach in- our\\nschools, young persons who have never made teach-\\ning a study, who have no love for it, but who teach\\nmerely to put in time until some more congenial\\nemployment presents itself, or until they accumu-\\nlate sufficient money to enable them to engage in a\\ndifferent kind of business. There may be found,\\nattempting to teach, in our schools persons who\\nhave failed in other avocations, broken-down doc-\\ntors, lawyers, and clergymen, bankrupt merchants,\\nfarmers, and mechanics, worn-out clerks and editors\\nall these and others become schoolmasters from\\nnecessity, or because they can conceal more effect-\\nually from the public eye, in the school-room than\\nelsewhere, their want of energy or skill. There\\nmay be found, attempting to teach, in our schools\\npersons who merely go through a routine of re-\\nciting, whipping, and scolding, most irksome to\\nthem; who are careful to perform no duty but\\nwhat they must; who are behind time at the open-\\ning of the school, and hurry away as fast as possible\\n28", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0335.jp2"}, "334": {"fulltext": "308 THE AUTHORITIES OF THE SCHOOL.\\nafter its close who dislike school and pupils, and\\nare never pleased except when pay-day comes, and\\nnever seem interested in any thing connected with\\ntheir schools except an increase of salary, shorter\\nschool-terms, and more numerous holidays. Such\\nclasses of persons as these still disgrace the profes-\\nsion of teaching, and good teachers everywhere are\\ngrowing impatient with the slowness of the process\\nby which they are being got rid of. Speed the day\\nwhen better men, with better motives, take their\\nplace\\nA teacher may make his comfort and his pecu-\\nniary interests an object. Since teachers are gene-\\nrally so badly remunerated for their labor, he may\\nbe even urgent in his claims in these respects, and\\nincur no rightful censure. But, still, all such ob-\\njects should be subordinate to the great one of\\ndoing good to his pupils, and, through them, to the\\ncause of humanity. Selfish as the world is, men\\ncan be found who would a thousand times rather\\nlabor to spread the glad tidings of the gospel\\namong the heathen in the interior of Africa, de-\\nprived of almost all the ordinary comforts of life,\\nthan to engage in many kinds of business which\\ncustom sanctions, live in a palace, and enjoy an in-\\ncome of ten thousand dollars a year. Called upon\\nto- make fewer sacrifices than a missionary, the\\nteacher who does all that he may for the pupils in\\none of our Common Schools must be actuated by\\nthe missionary spirit. Life, indeed, has other and\\nhigher ends than that of mere animal happiness;\\nand it is possible to live truly, nobly, without\\nwealth, unknown to fame, unhonored by the world,", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0336.jp2"}, "335": {"fulltext": "THE TEACHER. 309\\nbut with the peaceful consciousness of having been\\nfaithful to men and to God.\\nThe grand object that every true teacher has in\\nview, is to so instruct and so train his pupils that\\nthey may become a blessing to the world and to be\\nthemselves worthy of the blessings of Heaven and\\nto accomplish this good for humanity is the great\\nmoving motive that determines his choice of a pro-\\nfession, and induces him to labor on in the work\\nwhich he has begun.\\nMen are true to themselves when they use all\\ntheir powers in the right way; true to society,\\nwhen they do it all the good they can, when they\\nlove their neighbors as themselves true to God,\\nwhen they love Him with all their mind and\\nstrength; and teaching, where it aims to make\\nmen true to themselves, true to their fellow-men,\\nand true to God, is noble, and the teacher who\\nfaithfully performs his work, must be ranked among\\nthe best benefactors of his race.\\n2. The Teacher s Qualifications. In addition\\nto much that has already been said indirectly else-\\nwhere, in this volume, respecting the teacher s\\nqualifications, something more systematic is deemed\\nimportant. The discussion will proceed in the fol-\\nlowing order\\n1st. The Teacher s physical Qualifications.\\n2d. The Teacher s intellectual Qualifications.\\n3d. The Teacher s moral Qualifications.\\n4th. The Teacher s professional Qualifications.\\nThe Teacher s physical Qualifications. The position\\nof teacher is sometimes sought by persons with weak", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0337.jp2"}, "336": {"fulltext": "310 THE AUTHORITIES OF THE SCHOOL.\\nand sickly constitutions. This is a mistake. A\\nteacher should have good health. The mental labor\\nrequired in a school cannot be performed by one\\nwhose physical system is not strong and vigorous;\\nand that kind of cheerful spirit so essential to the\\nwell-working of a school is not often possessed by\\none whose nerves are racked with pain. Persons\\nin ill health, therefore, both for their own and their\\npupil s good, should seek some other occupation\\nthan teaching.\\nCommencing his work with a strong constitution\\nand good health, the teacher should try to preserve\\nboth by a careful attention to hygienic laws.\\nHe must observe the law in reference to work.\\nHard mental labor is healthful but to spend eight\\nhours at such labor every day in the school-room,\\nand as many more out of the school-room, will, if long\\ncontinued, exhaust the energies and destroy the\\nhealth of any one. Periods of work should be alter-\\nnated with periods of active exercise and cheerful\\nrecreation.\\nThe teacher must observe the law in reference to\\nexercise. Such is the intimate connection between\\nthe body and the mind that without the clue exer-\\ncise of the former the latter will not long discharge\\nwell its functions. The teacher may join in a game\\nof ball or cricket he may walk, row, drive, skate,\\nswim, ride on horseback, saw wood, work in a garden,\\ndo any farm or mechanical work that maybe conve-\\nnient but he must do something. Where all else fails,\\nhe should resort to the use of gymnastic apparatus\\nbut exercising in this way by oneself is not very in-\\nteresting. He should no more think of doing with-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0338.jp2"}, "337": {"fulltext": "THE TEACHER. 311\\nout exercise than without food and one should be\\ntaken just as regularly as the other.\\nThe teacher must observe the law in reference to\\nair. He ought to have his school-room well venti-\\nlated. Open windows and doors, even, are not as\\nhurtful as poisoned air. He should study, exercise,\\nand sleep, where the air is fresh and pure.\\nThe teacher must observe the law in reference to\\ndiet. His food should be nutritive, not much con-\\ncentrated or highly stimulating, easily digested,\\ntaken regularly, and in such quantities only as the\\nsystem demands. He should abstain entirely from\\nthe use of intoxicating liquors and tobacco, both on\\nhis own account and on the account of his pupils.\\nThe teacher must observe the law in reference to\\nsleep. There is no employment that more exhausts\\nthe nervous energies than teaching. The constant\\ncare incident to it will wear out the strongest con-\\nstitution, unless that can be shut up in the school-\\nhouse, or at least shut out of the sleeping-chamber.\\nWith six or eight hours of good sleep, a teacher\\nmay encounter his school-trials and perform his\\nschool-work and continue to enjoy good health;\\nbut without it, such a result is hardly possible.\\nTrue, he may not feel the exhaustive drain upon\\nhis life-forces for some years but at forty he will\\nbe an old man, and at fifty, most likely, he will\\nbe in his grave.\\nThe teacher must observe the law in reference to\\nrecreation. He should seek the society of cheerful\\ncompany. ISTot that he should throw away his time\\nin the frivolous amusements that often characterize\\nthe social party, and still less that he should be found\\n28*", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0339.jp2"}, "338": {"fulltext": "312 THE AUTHORITIES OP THE SCHOOL.\\namong the loungers at stores and in bar-rooms but\\nno man more needs cheerful conversation and plea-\\nsant recreation. Confined all day in his school-room,\\nkeenly feeling all disappointments, and disappoint-\\nments there will be, with all his mental forces en-\\nlisted in his work, and no work calls them into\\nrequisition more actively, he needs to find, when his\\nday s work is done, a home made cheerful by the\\nconversation, reading, fun, music, of dear ones there,\\nor he needs to seek such health-preserving recrea-\\ntions among congenial companions elsewhere.\\nThe Teacher s intellectual Qualifications. A teacher\\nshould have a comprehensive and accurate know-\\nledge of the branches he undertakes to teach. His\\nknowledge should not only embrace a subject as\\ntreated of in the text-books used, but reach its more\\ngeneral relations. Any failure in this respect will\\ncripple his teaching, and tend to beget among his\\npupils a want of confidence in his ability. A man\\nwho understands the whole of a subject will teach\\nany part of it better than one who merely knows\\nthat part.\\nA teacher should possess a knowledge of other\\nbranches than those which he teaches. He will\\nneed to do so in order to make his teaching effective.\\nNo one can teach Arithmetic well without possessing\\nsome knowledge of Algebra, nor Geography without\\nHistory, nor Grammar without Rhetoric and Logic.\\nNo teacher should be intrusted with the management\\nof a school who does not understand Physiology;\\nand all teaching is little better than guess-work that\\nis not based upon the principles of the Philosophy\\nof the Mind. All this knowledge, and more, can be", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0340.jp2"}, "339": {"fulltext": "THE TEACHER. 313\\nused by teachers in our lowest grades of Common\\nSchools. Teachers cannot know too much. The\\nphilosopher in his humility becomes as a little child,\\ncan win the little child s sympathy, and is his best\\nteacher. The simplest forms of knowledge always\\nproceed from the most learned. The sage becomes\\na child again, and thus the circle of human mental\\nlife completes itself.\\nA teacher should inform himself of current\\nevents. Monks are no longer the teachers of the\\nworld. We live in stirring times; and a teacher\\nmust not be a mere book-worm or a melancholy\\nrecluse. He must see what passes in the world,\\ntake an interest in it, even if he quietly look on\\nwhile others play the principal parts in the great\\nsocial drama. If he does not, he cannot adapt\\nhis teaching to the exigencies of the times, or add\\ninterest to his instruction by reference to passing\\nevents. Teachers, too, ought not to forget that\\nwe live in America, not in Greece or Rome,\\nlive in the midst of a struggle compared with\\nwhich the internal feuds of those countries were\\ninsignificant.\\nA teacher needs thorough mental discipline.\\nWhat teachers know is important but how they\\nknow it, is much more so. They may have obtained\\ntheir knowledge in a loose, illogical manner, and\\nit may be stored away in their minds in confused\\nheaps or scattered fragments. If so, they can never\\nmake successful teachers. Only a well-disciplined\\nmind can discipline another mind; and mental dis-\\ncipline is the highest end of education.\\nA teacher ought to be able to make the know-", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0341.jp2"}, "340": {"fulltext": "314 THE AUTHORITIES OF THE SCHOOL.\\nledge tie possesses available for the purposes of\\ninstruction. Essential to this end is a clear idea of\\nwhat it is intended to impart. Many think they\\nunderstand a subject when they have but a glimpse\\nof it; and, when such assume to be teachers, it is\\nthe blind leading the blind. Essential to this end,\\nalso, is the ability to communicate what is known.\\nIt is possible to possess knowledge and be unable\\nto express it. If the teacher is accustomed to make\\nuse of ill-chosen words, badly-constructed sentences,\\nor to indulge in pointless remarks, his pupils will\\nnever increase their love of learning under his\\nmanagement. A teacher ought to be a good talker.\\nA teacher must possess ability to manage and\\ngovern his school. This requires ingenuity, skill\\nin adapting means to ends, a knowledge of human\\nnature, good common sense. More teachers fail in\\nmanaging and governing their schools than in\\nteaching which shows that the former kind of\\nability should rank higher than the latter.\\nThe Teacher s moral Qualifications. It is an easy\\nthing to name certain individual moral qualities\\nwhich a teacher must possess in order to secure\\nsuccess in his profession but he who attempts to\\nmake a systematic classification of these qualities\\nwill find a task most difficult. That the subject may\\npresent itself prominently before the mind of the\\nstudent-teacher who may inquire into this depart-\\nment of pedagogical science, a kind of representa-\\ntive classification will be adopted here, which will\\npossess the advantage of suggesting certain import-\\nant moral qualities which should characterize the\\nteacher, and at the same time of exemplifying them.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0342.jp2"}, "341": {"fulltext": "THE TEACHER. 815\\nThe teacher must be, morally,\\nA wise Legislator.\\nA righteous Judge.\\nA prompt Executive.\\nAn efficient Workman.\\nA competent Leader.\\nA liberal Partisan.\\nA pleasant Companion.\\nA warm Friend.\\nA good Man.\\nA teacher should be a wise legislator. By the\\nexpression a wise legislator is not merely meant\\none who can enact appropriate laws for the manage-\\nment and government of his school. This is an\\nintellectual qualification very necessary to the\\nteacher; but certain moral qualities are now re-\\nferred to, not less important. The legislation of a\\nschool should not consist merely in the cold and\\nformal enactment of school-laws, in the nice ad-\\njustment of school-machinery, but all must be done\\nwith the view of subserving the great end of moral\\ntraining. School-laws should tend not only to pro-\\nmote order, but virtue, in the school. The teacher\\nmay legislate to secure comfort, order, progress in\\nstudy, but he must never forget the while, that the\\ngrand end in which all these ends centre is the good\\nof his pupils, the summum. bonum of the school.\\nA teacher should be a righteous judge. It is\\nconsidered unsafe in a state to intrust the power\\nof expounding laws in the same hands that enact\\nthem. It has been thought best to remove the", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0343.jp2"}, "342": {"fulltext": "316 THE AUTHORITIES OF THE SCHOOL.\\njudicial as far from the legislative power as pos-\\nsible, that it may be exercised without bias. The\\nadministratiou of justice is considered an interest\\ntoo sacred to be endangered by partialities which\\ncan be avoided. In a school, this division of the\\nfunctions of government is practically impossible.\\nThe teacher administers justice according to laws\\nof his own enactment. His decision is final. Unless,\\nthen, he has an eye single to the interests of his\\npupils, unless he is strictly impartial in his judg-\\nments, unless he rewards and punishes fairly, he is\\nunfit to be a teacher. The teacher should weigh all\\nhis decisions in well-balanced scales, blind to all\\nmotives except those of justice.\\nA teacher should be a prompt executive. Laws,\\nhowever wise and just, may be worthless unless\\nstrictly enforced. Regulations which are found only\\nin statute-books restrain no evil-doer. The man-\\nagement of a school requires an efficient executive.\\nPlans must be carried out, punishments must be\\ninflicted, the whole working of the school-machi-\\nnery must be controlled; and no other than an active\\nhead-master can do it. As a ship in a storm needs\\na prompt captain, as an army in time of battle\\nneeds a prompt general, so a school needs a prompt\\nteacher, one who is bold, firm, self-possessed, con-\\nsistent, and ready for all emergencies.\\nA teacher should be an efficient workman. The\\nteacher has more to do than merely to make, ex-\\npound, and execute school-laws: he has to work\\nhimself, his position requiring the severest labor.\\nThe teacher must, therefore, be willing to work\\nand able to work efficiently. If a teacher is un-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0344.jp2"}, "343": {"fulltext": "THE TEACHER. 317\\nwilling to work, the school must stop if he is un-\\nable to work efficiently, the school can only be par-\\ntially successful. A slow, plodding, heavy man one\\nwho must think long before acting, and who then acts\\nslowly is out of place in the school-room. To teach\\nwell, requires skill, earnestness, activity, skill to\\nknow what to do and how to do it, and earnestness\\nand activity to make that skill effective. The teacher\\nshould be a model workman; for his work is to be\\nimitated, and even his manner of working will be\\ncopied by his pupils. A teacher can impress his\\npupils through his work. If he work skilfully, they,\\ntoo, will learn to do so but inefficient teachers\\nmake worthless pupils.\\nA -teacher should be a competent leader. Some\\nof the chief characteristic qualities of a competent\\nleader are energy, perseverance, fearlessness, hope,\\nself-confidence, and enthusiasm and all of these\\nare found as elements in the character of the true\\nteacher. The school-room is no place for a man\\nwanting in energy, for its work was never yet per-\\nformed without earnest effort no place for a man\\nwanting in perseverance, for its obstacles were\\nnever yet overcome by the fickle or the weak no\\nplace for a coward, for it has its tests of courage,\\nand cowards must fail when such crises come no\\nplace for the desponding, for despair in a teacher\\ndeadens the energies of his pupils no place for\\nsuch as distrust their own powers, for those who\\nhave no confidence in themselves cannot secure the\\nconfidence of others no place for the cold and phleg-\\nmatic, for all true love of knowledge and all earnest\\npursuit of it must be characterized by enthusiasm.", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0345.jp2"}, "344": {"fulltext": "318 THE AUTHORITIES OF THE SCHOOL.\\nSome men seem born to command. There is an\\nair of authority about them. Other men at once\\nattract the ready sympathy of those with whom\\nthey come in contact. There is something magnetic\\nin their very looks. Both qualities are always com-\\nbined in the successful leader, be he politician, war-\\nrior, reformer, or teacher.\\nA teacher should be a liberal partisan. A school\\nis the world in miniature. Modified in intensity,\\nall the party contests of society appear in the school-\\nroom. The school itself has a tendency to break\\nup into divisions and parties. From as many of\\nthese contests as possible the teacher should stand\\nentirely aloof; but, when compelled to give his\\nopinion or indicate his choice in action, it should\\nbe done in the spirit of the utmost liberality to the\\nopposing party. The teacher may have opinions\\nupon questions in politics or religion which he holds\\nwith firmness but in schools where there are pupils\\nwhose parents or themselves entertain different\\nopinions, he must be liberal in the largest sense, or\\ndecrease his usefulness. Whenever a teacher in a\\nCommon School considers his duty to a party para-\\nmount to his duty to his pupils, he should resign\\nhis position or be removed from it. Besides, the\\nteacher ought not to be a man of extreme views.\\nHis judgments should not be harsh and hasty. He\\nshould weigh all sides of questions. He should\\ncompel all reasonable opponents to acknowledge his\\ngenerosity. When acting as an umpire or settling\\na disputed point among his pupils, he should pa-\\ntiently listen to all that can be said, and then give\\nan unbiassed decision according to the evidence.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0346.jp2"}, "345": {"fulltext": "THE TEACHER. 319\\nA teacher should be a pleasant companion. A\\nteacher s success in his profession depends very\\ngreatly upon his social qualities. All incentives to\\nstudy on the part of pupils do not arise from an\\ninterest in study. There are other influences pro-\\nmotive of good order in a school than those which\\narise from the enactment of strict regulations.\\nAmong the most effective of these is regard for\\nthe teacher; and this regard he can never secure\\nunless he prove himself a pleasant companion.\\nDuring intervals of relaxation, the teacher enjoys\\nopportunities of conversing with his pupils; and\\nthese opportunities may be improved in a manner\\nhighly advantageous to the interests of the school.\\nA tsuch times, the teacher can converse without\\nreserve, can make his pupils feel at home in his\\ncompany or even to prize highly his society. In\\nthe presence of his pupils, a teacher should be\\npolite, agreeable, kind, communicative, even mirth-\\nful, but never trifling or undignified. A teacher\\nmay talk freely with his pupils, play and joke with\\nthem, and yet preserve their highest respect; and\\nsuch a teacher will be able to impart instruction\\nmuch more effectively than another who is distant,\\nformal, and unsocial. Even when in the discharge\\nof official duties, a teacher should show himself\\ngenial in disposition, frank in manner, and always\\nwilling to sacrifice his comfort for his pupils inte-\\nrests. Requests may be refused, and faults punished,\\nwithout leaving an impression of unkindness.\\nA teacher should be a warm friend. Between\\nsociability and friendship there is a difference. A\\nteacher should not only be a pleasant companion,\\n29", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0347.jp2"}, "346": {"fulltext": "320 THE AUTHORITIES OF THE SCHOOL.\\nbut a warm friend. No one can teach well who\\ndoes not love those whom he instructs. The in-\\nstincts of children guide them correctly in choosing\\nfriends. To some persons they are at once attracted,\\nand from others they shrink away. It is by those\\nwith whom they sympathize that they can be best\\ntaught. The love of children is easily gained by\\nthose who love them; but in the school, as every-\\nwhere else, Love, and love only, is the loan for\\nlove. A child will not learn much from a teacher\\nwhom he does not love, and what he does learn is\\nof little value. Under such circumstances, intel-\\nlectual growth is unhealthy, and moral growth is\\nimpossible. A friend is one who is devoted to an-\\nother, who regards his interests with as much soli-\\ncitude as his own, who will protect and defend him,\\nwhose voice cheers him in prosperity and whose\\nhand gives him help in adversity. All this a teacher\\nshould be to his pupils. May the day soon come\\nwhen what was said of a good teacher can be said\\nof all teachers, that\\nHe, where er he taught,\\nPut so much of his heart into his act,\\nThat his example had a magnet s force,\\nAnd all were swift to follow whom all loved.\\nA teacher should be a good man. The same obli-\\ngation rests upon all men to be good for their own\\nsakes; but the position of some renders their ex-\\nample more influential for good or evil than that of\\nothers. The teacher s example is all-powerful, as he\\nis surrounded by the young, who are at once unsus-\\npecting and imitative. Who deliberately could do\\naught to harm the moral nature of an innocent child?", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0348.jp2"}, "347": {"fulltext": "THE TEACHER. 321\\nThe ruined picture of an artist may be repainted,\\na broken statue may be resculptured, subsequent\\nlegislation may correct the statesman s errors, a su-\\npreme court may right the wrong committed in an\\ninferior one, the death of the body can but follow\\nthe worst of a physician s blunders, mature minds\\nmay counteract the poison of false preaching; but\\nwhat power is there to reproduce purity in a mind\\nthat bad teaching has corrupted What legislation\\ncan be provided to correct the teacher s mistakes?\\nHow much more to be lamented is the death of the\\nsoul than the death of the body! How much worse\\nhis conduct, even, who leads astray innocent, confi-\\nding children, than his the influence of whose bad\\nexample and false doctrine can be neutralized by\\nthe mature intellects and settled convictions of full-\\ngrown men The teacher should be a model man,\\na model in manners, a model in scholarship, a\\nmodel in virtue. Christianity should find in him\\nthat union of faith and works which ever character-\\nizes its truest followers. Remember, teacher,\\nThou must be true thyself,\\nIf thou the truth wouldst teach;\\nThy soul must overflow, if thou\\nAnother s soul wouldst reach.\\nIt needs the overflow of heart\\nTo give the lips full speech.\\nThink truly, and thy thoughts\\nShall the world s famine feed;\\nSpeak truly, find each word of thine\\nShall be a fruitful seed\\nLive truly, and thy life shall be\\nA great and noble creed.", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0349.jp2"}, "348": {"fulltext": "322 THE AUTHORITIES OF THE SCHOOL.\\nThe Teacher s professional Qualifications. A teacher\\nis born, not made. The principles of teaching are\\nas readily reduced to a system, and as susceptible of\\nstudy, as those of Law or Medicine; but still the ele-\\nments of character which make a man a successful\\nteacher must be inborn. A professional education\\ncan only improve, it cannot create, talent. It follows\\nthat the first professional qualification which it is\\nnecessary for a teacher to possess is those natural\\nqualities of head and heart which constitute aptness\\nto teach. With these qualities, all other profes-\\nsional qualifications are readily attainable; without\\nthem, success in teaching is impossible.\\nIn addition to this natural aptness to teach, and\\nbased upon it, there are other professional qualifica-\\ntions needed by the teacher, among which are the\\nfollowing\\nA correct Idea of the Teacher s Work.\\nA profound Knowledge of the Human Constitution,\\ncorporeal and mental.\\nAn intimate Acquaintance with educational Means.\\nA full Understanding of Methods of Teaching.\\nA great Tact in the Management and Government of\\nSchools.\\nA thorough Discipline of the Powers used in School-\\nwork.\\nA teacher must have a correct idea of his work.\\nThis work consists in educating human beings, in\\nbringing body and mind to that state of perfection\\nof which they are capable: than this, no other task\\nwhich it is our duty to perform can be more import-\\nant or more difficult. Man was the last made of", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0350.jp2"}, "349": {"fulltext": "THE TEACHER. 323\\ncreated things, the master-piece, the crowning glory\\nof the whole, the complement of all the rest. That\\nin man which distinguishes him from the brutes that\\nperish, is his mind; and it is mostly with this that\\nthe teacher is concerned. If\\nOn earth, there is nothing great but man,\\nIn man there is nothing great but mind,\\nhow transcendently great is the teacher s work!\\nThe education of a human soul! The training of\\nan immortal being An angel might well tremble\\nin undertaking such a task. How, then, can weak\\nmortals perform it without at least making an effort\\nto learn its nature, its importance, and its magnitude\\nAs well might a rough stone-mason, with no sense of\\nbeauty in his soul, expect to chisel from marble\\na statue like that of Venus or the Greek Slave, as\\nfor an illiterate, schoolmaster with no high ideal of\\nhuman worth, human perfection, or human destiny,\\nto hope to develop the noble powers with which\\nGod has endowed mankind.\\nA teacher must have a profound knowledge of the\\nhuman constitution, corporeal and mental. A phy-\\nsician finds it necessary, in order to attain professional\\nskill, to study carefully the human body and, for the\\nsame reason, a teacher must study that upon which he\\nis to operate, the human, mental, and corporeal con-\\nstitution. Pope said, The proper study of mankind\\nis man; and the teacher has much more reason to\\nengage in this study than others, because without a\\nfoundation of principles gained in this way, all teach-\\ning would be mere guess-work. In preparing to\\n29*", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0351.jp2"}, "350": {"fulltext": "324 THE AUTHORITIES OF THE SCHOOL.\\nteach, therefore, a teacher should make himself\\nfamiliar with the facts and principles of Physiolo-\\ngical, Anthropological, and Psychological Science.\\nA teacher must have an intimate acquaintance\\nwith educational means. Man and nature are cor-\\nrelatives. The earth yields food fit for the nourish-\\nment of the hody no more freely or abundantly than\\nshe furnishes means for the culture of the mind.\\nBut the teacher must know how to search out these\\nmeans, to embody them into systems, and to adapt\\nthem to the purposes of education. If the memory,\\nreason, imagination, conscience, and other mental\\npowers need culture, the teacher must be able to\\nselect appropriate means of imparting it. It is some-\\ntimes thought that a knowledge of a branch of study\\nis all that is necessary to enable one to teach it; but\\nto show this view to be erroneous, it may be stated\\nthat a teacher should know whether a particular\\nbranch of learning is the proper one to teach under\\nthe circumstances, and in what order its several parts\\nshould be taught, as well as the methods of teach-\\ning it. In order to select proper studies for a school,\\na teacher must be acquainted with all the means\\nused in education; and a thorough knowledge of\\nthe relations of its several parts is necessary to en-\\nable a teacher to discuss a subject in its logical order.\\nA teacher must have a full understanding of\\nmethods of teaching. With a knowledge of the\\nnature of man s educational wants on the one hand,\\nand of the means of satisfying these wants on the\\nother, the teacher must still study the methods of\\nmaking the application. The physician finds it\\nnecessary to study methods of administering, his", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0352.jp2"}, "351": {"fulltext": "THE TEACHER. 325\\nmedicines; the farmer, the methods of fertilizing\\nhis land; the mechanic, the methods of making\\ncoats, shoes, and carriages: and so the teacher, in\\nlike maimer, must prepare himself for his work.\\nThe science of method is not mastered by easy-\\nefforts. The great Bacon left incomplete his Phi-\\nlosophy of the method of acquiring knowledge;\\nand the Philosophy of the method of imparting it\\nis not less difficult. Even when the principles upon\\nwhich methods of teaching are based are under-\\nstood, much practice is often necessary in attaining\\nskill in the use of them. Teaching is not a lifeless\\nroutine. The teacher, unlike an engineer or a pilot,\\ncannot do his work according to mere mechanical\\nprinciples. He must so teach as to induce thought,\\nevoke power, develop strength, and inspire activity\\non the part of his pupils. Education is a growth,\\nnot an aggregation or a concretion.\\nA teacher must have great tact in the management\\nand government of schools. Schools are not well\\nmanaged or well governed according to arbitrary or\\nvariable principles. Human nature is the same every-\\nwhere, although it disguises itself in so many forms.\\nThe kinds of discipline which preserve good order in\\none school will preserve it in another: the methods\\nof application only should be different. It follows\\nthat there is a theory of school-management and\\nschool-government which can be learned; and a\\nteacher can no more dispense with a knowledge of\\nit than a captain who manages a ship can dispense\\nwith a knowledge of jSTavigation, an engineer who\\nbuilds a railroad, with a knowledge of Engineering,\\nor a general who commands an army, with a know-", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0353.jp2"}, "352": {"fulltext": "326 THE AUTHORITIES OF THE SCHOOL.\\nledge of Military Tactics. But theoretical know-\\nledge alone is not sufficient to enable an individual\\nto teach successfully he must possess the tact to\\napply it. There are men who naturally assume the\\ndirection of affairs, who are abundant in resources,\\nfertile in expedients, who seem to peer into futurity\\nand foresee contingencies which they skilfully pro-\\nvide for. This is what I mean by tact; and no man\\nneeds it more than the teacher.\\nA teacher must secure a thorough discipline of all\\nthe powers used in his school-work. Teaching is not\\na dumb show it is an active life. The teacher is a\\nworkman, and must make all his talent and skill\\navailable. He should have the forces he is to em-\\nploy under the best control. He should have a\\nquick-moving body, an active intellect, strong but\\nwell-controlled feelings, a determined will, and\\ngifted powers of expression. His stores of intel-\\nlectual wealth should be abundant, and ever ready\\nfor use. His skill should become a habit. His\\neyes should see every thing, his ears hear every\\nthing, that transpires in the school-room; and his\\nkeen discernment of human character should en-\\nable him to guard against improper conduct which\\nis only contemplated, as well as to detect the\\nauthors of mischief already committed. Thorough\\ndiscipline of the powers used in school-work is\\nneeded to accomplish all this.\\n3. The Teacher s Duties to his Pupils. Pupils\\nlegally bear the same relation to their teachers that\\nchildren do to their parents. The teacher is recog-\\nnized as being in loco parentis and, occupying this\\nposition, the law will justify him in any treatment", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0354.jp2"}, "353": {"fulltext": "THE TEACHER. 327\\nof his pupils at school that it will justify in parents\\nat home. Parents and teachers thus stand side by\\nside in the work of education and they should will-\\ningly co-operate in the performance of that work.\\nChildren are very dear to parents; and teachers\\nought to be most careful not to lessen their respect\\nfor parental authority, or to adopt plans in violation\\nof parental wishes. Admitting that a teacher gene-\\nrally knows best what is for the good of his pupils,\\nit is not well for him to insist upon his methods or\\nplans too strongly against the known wishes of his\\npatrons. Means may be taken to convince them of\\ntheir error, or a stubborn few may be disregarded\\nbut the odds of an unwilling many are too great for\\na teacher to expect success from measures of coer-\\ncion. A teacher s duties to his pupils may thus be\\nmodified in practice by his relations to their parents\\nand guardians.\\nThe teacher s duties to his pupils, too, may be\\nmodified by his relations to the General School-\\nOfficers. If he is employed to do a certain amount\\nand kind of work, he must fulfil the contract or re-\\nsign his position, whether he thinks he is doing the\\ngreatest good to his pupils, or otherwise.\\nSubject to these modifications, the teacher s duty\\nto his pupils consists in supplying their wants, as\\nfollows\\n1st. Their physical Wants.\\n2d. Their intellectual Wants.\\n3d. Their aesthetic Wants.\\n4th. Their moral Wants.\\nThe physical Wants of Pupils.\u00e2\u0080\u0094 -The locating of", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0355.jp2"}, "354": {"fulltext": "328 THE AUTHORITIES OF THE SCHOOL.\\nschools and the building of school-houses do not\\noften come within the province of the teacher; and\\nit needs only to be said here that both should be\\ndone with reference to the health and comfort of\\npupils, and wherever he can he should use his in-\\nfluence to that end. If a teacher cannot choose the\\nlocation of his school-house or plan its erection, he\\ncan often remedy its defects by bringing them be-\\nfore the proper school-authorities he can keep his\\nschool-house clean and neat; he can have it pro-\\nperly heated, lighted, and ventilated; he can give\\nhis pupils comfortable seats, and he can grant them\\nsufficient time for exercise and encourage them to\\ntake it.\\nIt is the teacher s duty to notice whether any of\\nhis pupils are seated in parts of the house which are\\ntoo warm or too cold whether any take too little\\nexercise or are becoming precociously developed;\\nwhether any are contracting habits which will prove\\ninjurious to their health in short, it is his duty to\\ncare for his pupils as he would for his own children\\nor for himself. It is time teachers should know\\nthat the physical wants of pupils their health,\\nstrength, and comfort are among the objects of\\neducation.\\nThe intellectual Wants of Pupils. The objects of\\nstudy were stated elsewhere to be Knowledge, Dis-\\ncipline, Aspiration, and Efficiency; and these,\\ntherefore, are the intellectual wants which it is\\nthe teacher s duty to supply. No argument is\\nneeded to enforce that duty: all teachers acknow-\\nledge it. It ought to be observed, however, that\\nthe intellectual want of a child is not satisfied by", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0356.jp2"}, "355": {"fulltext": "THE TEACHER. 329\\ninstruction in branches of learning. It includes\\nthe harmonious culture of all the powers of ,the\\nmind, the awakening of ideals of perfection in the\\nsoul and aspirings towards them, and the evoking\\nof that strength of character before which difficul-\\nties disappear, and by which man, rejecting error\\nand holding fast to truth, attains the end of his\\nbeing.\\nThe cesthetic Wants of Pupils. The American\\npeople are wanting in good taste. There are ex-\\nceptions but how large a proportion of our houses,\\ngrounds, gardens, dresses, even, are arranged\\nwithout any reference to the pleasing effect they may\\nproduce We prefer to fill our pockets with money\\nrather than our souls with ideas of the beautiful.\\nSomething may be done to supply this want in our\\nschools.\\nMany children in our schools are uncouth in\\ntheir manners and uncivil in their treatment of\\ntheir school-fellows. They are sometimes impolite\\nto strangers, wanting in respect to the aged, and\\nready to make sport of the poor or the distressed.\\nAll this it is the teacher s duty, as far as possible,\\nto correct.\\nHe should do more: he should teach them to\\nlove the beautiful in nature, in art, and in human\\nactions.\\nThe moral Wants of Pupils. It is much more im-\\nportant that men should be good than that they\\nshould be learned. The culture of the heart should\\nalways accompany the culture of the intellect. In-\\ntellectual efforts ill directed are a curse to the world\\nthey must be guided by moral principles to be a", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0357.jp2"}, "356": {"fulltext": "S30 THE AUTHORITIES OF THE SCHOOL.\\nblessing. Besides, our intellectual nature is influ-\\nenced by our moral nature. We do not think as\\nwe did before, after Having experienced some great\\ngrief, having been swayed by some wild passion,\\nor having performed some noble deed. The mind\\nof a nation is changed by a civil commotion or a\\nforeign war.\\nThe teacher s duty in regard to supplying the\\nmoral wants of his pupils is plain, and has been\\nelsewhere indirectly enforced; but it might be\\nadded that it is his duty also, wherever so privi-\\nleged, to impart religious instruction. Denomina-\\ntional differences may make it proper that this\\nkind of instruction should be mainly imparted by\\nparents, Sabbath-school teachers, or clergymen but\\nnothing could wrong a child more deeply than to\\ndeprive him of it.\\nIf the teacher is precluded from giving direct re-\\nligious instruction, and he is nowhere entirely pre-\\ncluded from it, his example, if he is a Christian\\nman, imbued with a true Christian spirit, will be a\\nconstant illustration of religious duties well per-\\nformed, and must have a marked influence upon\\nthe susceptible minds of his pupils who love him.\\nHow dear the Good Father would become to many\\nif the teacher loved Him truly! How near would\\nseem His protecting arm if the teacher always re-\\nlied upon it! Happy the day when our schools\\nshall be taught by such teachers\\nIt is a sublime sight to see a little child at prayer.\\nWhat strong faith he has How confidently he\\ntalks in his childish way with God How sure he\\nis that father, mother, brother, sister, will be safe.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0358.jp2"}, "357": {"fulltext": "THE TEACHER. 331\\nbecause he has asked it Parent, teacher mar not\\nby your coarse methods this opening bud of religious\\nfeeling. It is yours to train, to make bloom and\\nripen, but not to blast. There is no treasure on\\nearth so precious as a human soul.\\n4. The Teacher s Duties to his Profession. In\\norder to examine the question as to whether Teach-\\ning has just claims to the rank of a profession, it\\nwill be well to state the principal conditions and re-\\nquirements of a profession, and then ascertain how\\nfar teaching answers them. A profession must be\\ncharacterized by the following conditions and re-\\nquirements: 1st, It must have a noble aim 2d, Its\\noperations must not be merely mechanical, but sci-\\nentific in their character; 3d. It must require on\\nthe part of its members a learned general educa-\\ntion 4th, Its nature must be such as to render\\nspecial preparation necessary to success; 5th, It\\nshould have provided an authority competent to\\ndecide upon the qualifications of those who apply to\\nbecome members; 6th, There must be some com-\\nmon bond of union and mutual recognition of claims\\nto membership.\\nTeaching aims to train, instruct, and develop the\\nvarious powers and faculties of man, to make him\\nas perfect as his nature admits, to cause him to fill\\nworthily the place God designed for him. Than\\nthis, earth has no nobler aim.\\nA science is a systematic arrangement of prin-\\nciples. A certain work is performed scientifically\\nwhen it is done according to fixed general laws and\\nin virtue of them. Fixed general laws govern the\\nrelations of means to ends in education and these\\n30", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0359.jp2"}, "358": {"fulltext": "332 THE AUTHORITIES OF THE SCHOOL.\\nmay be learned and applied. If, therefore, there is\\nno science of Teaching, there is no such thing as\\nscience. Many teachers perform their work me-\\nchanically; but no profession can claim exemption\\nfrom quackery.\\nNo one can teach what he does not know. Empty\\ngranaries do not furnish food. The teacher must be\\na learned man. He can find use for all kinds of\\nlearning. It is through him that others obtain\\nlearning; and a stream is not apt to rise higher than\\nits fountain.\\nMany pages of this book cannot be read by a\\ncandid man without his coming to the conclusion\\nthat teachers need special preparation for their work.\\nThe education of a human soul is certainly a task\\nas difficult as that of making shoes, building houses,\\nor farming land. Success may be attained in any\\nprofession by practice; but in none are blind experi-\\nments so dangerous as in Teaching.\\nThere is no more intrinsic difficulty in guarding\\nTeaching from the intrusion of the unworthy by the\\nadoption of a proper standard of qualifications for\\nmembership, and by providing an authority compe-\\ntent to apply that standard, than there is with regard\\nto the professions of Law, Medicine, or Theology.\\nKnowledge and skill can be as readily estimated in\\nTeaching as in any other profession.\\nThe lines by which Teaching is separated from\\nother kinds of business have not been very well\\ndefined, and, consequently, professional feeling\\namong teachers has not been very prominently mani-\\nfested. Let teachers once know who are teachers,\\nand no other profession will exhibit a better esprit du", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0360.jp2"}, "359": {"fulltext": "THE TEACHER. 333\\ncorps. A meeting of intelligent teachers, even now,\\nis a model in this respect.\\nIf Teaching is a profession, as it seems now\\nproven to be, the teacher has certain duties towards\\nit, which are next to be pointed out. Among them\\nare the following:\\n1st. To adorn it by his Skill and Scholarship.\\n2d. To dignify it by his personal Worth.\\n3d. To elevate it by encouraging all Means of Pro-\\nfessional Improvement.\\n4th. To render it more united, by shoioing Respect to\\nhis Fellow- Teachers.\\nEvery teacher shoidd adorn his profession by his\\nskill and scholarship. In the past, those who have\\nbeen the instructors of youth in the lower grades\\nof schools have not, generally, been distinguished as\\nlearned men. Schoolmasters have been ridiculed\\nin various literary works for their ignorance or their\\npedantry and these sentiments, if unjust in par-\\nticular instances, expressed doubtless the common\\nestimate of their scholarship. A high standard of\\nscholarship is not required, even at the present time,\\nin one who wishes to enter upon the work of Com-\\nmon-School teaching. The vast majority of those\\nnow engaged in teaching the Common Schools of\\nthis country are in no way distinguished for learn-\\ning; and it cannot be much wondered at, as long as\\nsuch is the fact, that many will be unwilling to\\nrecognize Teaching as belonging to the learned\\nprofessions. True, such a conclusion would be un-\\nwarranted, if teachers in all grades of schools are", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0361.jp2"}, "360": {"fulltext": "334 THE AUTHORITIES OF THE SCHOOL.\\nincluded in the calculation; for no other profession,\\neither in the past or at the present, can present a\\ngreater array of learned men than Teaching; but it\\nshows plainly enough that the ignorance of its mem\\nbers tends to degrade a profession.\\nA teacher who properly appreciates his work, who\\nloves his profession, who desires to see it honored,\\nwill exert himself to increase his own store of know-\\nledge and to excite a love of learning among his\\nbrother-teachers. He will constantly strive to at-\\ntain skill in teaching, not more for his own honor\\nthan for the honor of his profession. Even though\\nhis position be an humble one, he will be ambitious\\nto so improve his opportunities of learning and at-\\ntaining skill in his work, that subsequent generations\\nof teachers will speak his name with praise.\\nEvery teacher should dignify his profession by his per-\\nsonal ivorth. The character of a profession is judged\\nby the character of those who practise it. Their\\nstanding constitutes its standing. A man of emi-\\nnent worth dignities, while a bad man disgraces, a\\nprofession. The members of all professions are\\nproud of the wise and good men who have borne\\ntheir professional name *a.nd they are ashamed to\\nacknowledge as fellow-members those who are weak,\\ndishonorable, or selfish.\\nEvery man, said Webster, owes a debt to his\\nprofession. Upon entering a profession, an indi-\\nvidual receives from it position, fellowship, honor,\\nmeans of emolument; and for this service he owes\\nit a debt which he cannot pay without leading a life\\nof integrity. He is a robber who takes from his\\nprofession what he does not return to it.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0362.jp2"}, "361": {"fulltext": "THE TEACHER. 335\\nThe standing of the teacher s profession depends,\\nperhaps more than some others, upon the personal\\nworth of its members; for it is universally felt that\\na bad man should not be a teacher. I have said else-\\nwhere that the teacher should be a model man, a\\nmodel man in order to be a man, a model man in\\norder to present a good example, a model man in\\norder to dignify his profession.\\nEvery teacher should elevate his profession by encou-\\nraging all means of professional improvement. It will\\nnot be denied by any that improvement in teaching\\ncan be made, or that it is greatly needed. It will be\\nquestioned by as few that the members of a profes-\\nsion are respected in proportion as the profession to\\nwhich they belong is respected or subserves the in-\\nterests of society. Every member of a profession,\\ntherefore, ought to assist in the work of improving\\nit. Besides, a man is judged by the company he\\nkeeps; and if teachers generally are ignorant and\\ninefficient, each particular teacher will suffer from\\ntheir incompetency.\\nTeaching is making rapid advances at the present\\ntime, and it may be expected to advance still more\\nrapidly in the future: unless, therefore, a teacher\\nbe constantly adding to his stock of professional\\nknowledge, he cannot keep abreast of the spirit of\\nthe age, and his method of teaching will become\\nstereotyped and unsuited to the condition of things\\naround him. In addition to this, such a teacher is\\napt to become captious, and to attribute the causes\\nof his failure, which exist in himself, to the bad de-\\nsigns of cotemporaries or the corruptions of the times.\\nThe means of professional instruction generally\\n30*", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0363.jp2"}, "362": {"fulltext": "336 THE AUTHORITIES OF THE SCHOOL.\\nopen to teachers are Normal Schools, Teachers In-\\nstitutes and Associations, School Visitations, books\\non education, and educational journals.\\nNormal Schools exist now in many States. They\\nhave everywhere sustained themselves against all\\nopposition; and the theory upon which they were\\nestablished has been proven true by the fruits they\\nhave produced. Many good teachers have been\\nmade without the agency of Normal Schools, and\\nNormal Schools do not always make good teachers\\nbut these institutions are just as professionally neces-\\nsary to teachers as Medical Colleges, Law Schools,\\nor Theological Seminaries are to physicians, lawyers,\\nor clergymen. Whenever it is possible for teachers\\nto enjoy the advantages of Normal instruction, they\\nshould do so. When properly applied, no other\\nmeans can meet so well the wants of those who\\nintend to become teachers. Indeed, no other prac-\\ntical agency can be conceived capable of constituting\\nTeaching a regular, well-defined profession.\\nTeachers Institutes and Teachers Associations\\nhave done a noble work for teachers, socially, intel-\\nlectually, morally, and professionally. It was by their\\nmeans that teachers were first brought together and\\nmade acquainted with one another; it was by their\\nmeans that the desire for professional instruction was\\nfirst created; and they have been found to subserve\\nso well the purposes of mutual instruction that their\\nnumber is rather increasing than diminishing. A\\nwell-conducted teachers meeting presents opportu-\\nnities to teachers of comparing views in regard to\\nteaching, of forming plans for improvement, and of\\nmeasuring the worth of new principles. They furnish", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0364.jp2"}, "363": {"fulltext": "THE TEACHER. 337\\na most agreeable respite from school-duty, break up\\nthat feeling of exclusiveness and pedantry which\\nschool-life is so apt to engender, and cause those\\nwho take part in them to return to their labors with\\nfreshened spirit, renewed energy, and higher views\\nof the work in which they are engaged.\\nTeachers can gain much professional information\\nby visiting the schools of others. Many of the\\nmost successful teachers improve every opportunity\\nof making such visitations, and their uniform testi-\\nmony is that they derive great profit from it. No\\nwide-awake teacher could see a school in opera-\\ntion without learning something. He might learn\\nto avoid errors by seeing their effects in badly-\\nmanaged schools, and he might learn the value of\\nnew methods of teaching by noticing their opera-\\ntion in schools well conducted. What we see gene-\\nrally makes a deeper impression upon us than what\\nwe hear described and in school-visitations the good\\nand the bad are both exhibited in the most striking\\nform.\\nTeaching can no longer be said to have no litera-\\nture. The books of a profession are those which\\ndiscuss its subject-matter or those which relate to\\nits practice. The latter class form a very small\\nportion of professional works. In its subject-mat-\\nter, Teaching comprehends all works on all subjects.\\nThe richest libraries can contain no book that a\\nteacher may not use. With respect to works on the\\nPractice of Teaching, it is not difficult to collect one\\nhundred valuable volumes in the English language;\\nand other hundreds have been published in the\\nvarious parts of Continental Europe. To a teacher", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0365.jp2"}, "364": {"fulltext": "338 THE AUTHORITIES OP THE SCHOOL.\\nwho is ambitious to succeed, a professional library\\nis indispensable.\\nTo keep himself informed of current educational\\nevents, every teacher should read educational jour-\\nnals. He will obtain from them valuable facts and\\nimportant suggestions and they will keep alive\\nhis professional interest.\\nEvery teacher should render his profession more\\nunited, by showing respect to his fellow-teachers.\\nThere is much needed among teachers greater pro-\\nfessional unity, a better esprit du corps and it can\\nbe brought about only in one way, tha*t of in-\\ncreasing the respect which teacher shows to teacher.\\nTeachers ought to show a proper respect towards all\\nmen; but common interests and objects of pursuit\\nshould create among teachers peculiar feelings of\\nsympathy and a peculiarly hearty reciprocation of\\nfriendly regard. We are all social beings, and find\\nstrong incentives to action in the approbation of\\nothers. Left alone to work by himself, cheered by\\nno word of approval, encouraged by no friend,\\nstimulated by no hope of gaining a higher profes-\\nsional position, the best of teachers would find his\\nenergies weaken and his spirits grow dull. With\\ntroublesome pupils and unappreciating patrons, with\\nmuch work to do and many cares to weigh down\\nhis spirit, the teacher more than most men needs\\nkindness and sympathy and, if he find such feel-\\nings among those engaged in the same profession,\\nwho have encountered the same difficulties and\\nexperienced the same discouragements, he takes\\nheart again, and with freshened energy endeavors\\nto perform his duty. There are pupils who honor", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0366.jp2"}, "365": {"fulltext": "THE TEACHER. 339\\ntheir teacher, and parents who thank him hut he\\nneeds those with whom he can fraternize. A com-\\nmon bond of sympathy is wanting to hind the mem-\\nbers of the profession together in fraternal union.\\nTeachers are not always even courteous to their\\nfellow-teachers. One teacher sometimes endeavors\\nto establish a reputation at the expense of another.\\nEnvy and jealousy now and then find a home in\\nthe teacher s bosom. If interests seem to clash,\\nremember, the world has work enough for all good\\nmen to do. Let teachers respect one another, and\\nthey will be respected.\\n5. A Teacher s Life. In order to show what\\ninducements there are in this country for young\\nmen of talents to become teachers, I propose in\\nthis place to present a statement of the advantages\\nand disadvantages of a teacher s life.\\nAnd first with respect to the disadvantages of a\\nteacher s life it is alleged that teaching endangers\\nthe health; exacts oppressive duties; yields insufficient\\ncompensation; furnishes unsteady employment spoils the\\ndisposition and brings little honor or respect. While it\\ncannot be denied that there is some truth, in these\\nallegations, it is my purpose here to learn to what\\nextent they are true.\\nTeachers have sometimes lost their health and\\nbeen compelled to seek other employment. Close\\nstudy, hard work in-doors, and harassing cares,\\nwithout physical exercise, without social enjoyment\\nor relaxation, regardless of plain hygienic laws, will\\ninevitably produce ill health. But is this the neces-\\nsary result of the practice of teaching? May not\\nthe teacher regulate his diet, sleep, exercise, and", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0367.jp2"}, "366": {"fulltext": "340 THE AUTHORITIES OF THE SCHOOL.\\nsocial intercourse in such a manner that his health\\nwill not suffer from his employment Is he com-\\npelled to violate the laws of health If not, then\\nthe teacher, and not teaching, is to blame.\\nThe labor of teaching, when faithfully performed,\\nis very great but not more so than that incident to\\nmany other kinds of business. Teachers have pre-\\nparation to make for their school-duties, but very\\nfew are actually engaged in the discharge of those\\nduties more than six hours a day while mechanics\\ngenerally work ten hours a day, farmers, twelve\\nor fourteen, merchants are confined behind their\\ncounters or at their desks from ten to fifteen, and\\nactive physicians and lawyers must be always ready\\nto answer their professional calls. Teaching may\\nbe as arduous as any of these occupations; but it\\nrequires fewer hours of actual duty per day than\\nany of them, and, consequently, allows the teacher\\nmore time that he can call his own. Nor is teach-\\ning more wanting in that variety of employment\\nwhich relieves the tedium of labor than the other\\nkinds of business just named. All of them are in\\na certain sense mechanical; all of them require the\\nconstant repetition of the same processes as is the\\ncase in teaching. Besides, the teacher has his holi-\\ndays and vacations, which come to him as liberty\\nto the prisoner, as spring to the birds, as the green\\noasis to weary, thirsty travellers in the desert.\\nThese are boons enjoyed almost exclusively by\\nteachers, and must be allowed to compensate in\\nsome measure for the care and confinement to\\nwhich their profession at other times subjects\\nthem.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0368.jp2"}, "367": {"fulltext": "THE TEACHER. 341\\nTeachers have been, in general, very inadequately\\nremunerated. The public have not properly ap-\\npreciated education, and, consequently, have been\\nunwilling to pay largely for it. In selecting a pro-\\nfession, a young man very wisely takes into con-\\nsideration the question of compensation. He may\\nnot make money the only end for which he is\\nwilling to labor, but he well knows that life has\\nmany comforts that money alon.e can furnish. Thus\\nconsidering, he who might have become a teacher\\nchooses a more lucrative kind of business. It is\\nreadily admitted that much more money can be made\\nin many other callings than in teaching; but it will\\nbe shown directly that teaching has inducements of\\na different kind, which go far to compensate for its\\npecuniary disadvantages. Even in a moneyed sense,\\nhowever, teaching is more remunerative than many\\nsuppose. A good teacher, one well qualified to teach\\nthe branches usually taught in ungraded Common\\nSchools, can obtain almost anywhere a salary of\\nfrom $400 to $600 a year; and much higher salaries\\ncan be obtained for better qualifications. In every\\nState there are numerous positions open to teachers\\nat from $800 to $1200 a year, and a few at from\\n$2000 to $3000. I speak with the very best oppor-\\ntunities of knowing, when I say that a graduate of\\none of our Normal Schools, if he distinguish him-\\nself as a teacher, need not wait long for a situation\\nwith a salary of from $600 to $1000 a year. Such a\\none can generally commence teaching at once with\\nan annual income of $500. A young man can as\\neasily and cheaply become a teacher as he can\\nbecome a mechanic; and very few mechanics can", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0369.jp2"}, "368": {"fulltext": "342 THE AUTHORITIES OF THE SCHOOL.\\nobtain, without the investment of capital, four hun-\\ndred dollars a year; and many work for half that\\namount. It is true that the average salaries of\\nteachers in our country districts are low, very low\\nbut it must be remembered that the teachers there\\nemployed have not generally made any special pre-\\nparation for teaching, and do not consider themselves\\npermanently engaged in the business. At the worst,\\nhowever, they are as well paid as ordinary mecha-\\nnics and the times betoken a more enlightened\\nliberality towards the deserving. God speed the\\nday To a young man desirous of becoming a\\nteacher, no fortune can be insured but all who do\\ntheir duty can secure a safe and comfortable com-\\npetency.\\nComplaint is made that teaching does not furnish\\nconstant employment. It is, unfortunately, true that\\nthe length of time for which our Common Schools\\nare open in rural districts does not average more\\nthan from six to eight months in a year but it is\\nequally true that competent teachers can almost\\neverywhere find employment in teaching private\\nschools during the vacations of the public schools.\\nBesides, there is such a demand for well-qualified\\nteachers in towns, villages, and enlightened popu-\\nlous rural districts, in private schools and acade-\\nmies, that no such teacher need be idle for want of\\nwork to do. The demand for industrious, energetic,\\nthoroughly trained teachers much exceeds the pre-\\nsent supply. It ought not to be expected, however,\\nthat the highest positions in the profession are at\\nonce attainable. These will be filled, as in all other\\nprofessions, by those who win them by success in", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0370.jp2"}, "369": {"fulltext": "THE TEACHER. 343\\ninferior positions. Aspiring teachers must work\\nand wait.\\nThere is danger, it is said, that the teacher s dis-\\nposition will be spoiled. Constantly annoyed, he is\\napt to become captious and irritable. Unaccustomed\\nto hear his word questioned, he is in danger of be-\\ncoming dictatorial. Familiar only with those who\\nknow much less than himself, it is not unlikely he\\nwill become conceited and pedantic. Monarch in the\\nschool-room, he is apt to be tyrannical towards\\ninferiors, rude in the presence of his equals, and\\nrebellious when commanded by his superiors. A\\nman s vocation always has a marked influence upon\\nhis disposition and conduct. Teaching is no excep-\\ntion- The danger is a real one; but it may be\\nguarded against by mingling in general society, by\\nbecoming interested in public affairs, and by keeping\\nabreast of the times by reading, study, and travel.\\nThe teacher must not forget that he is a citizen and\\na member of society. Thus guarded against, the\\ninfluences of teaching upon the disposition are not\\nmore offensive to the general taste than those pro-\\nduced by other kinds of business. There are neigh-\\nborhoods in which teachers are admitted into the\\nmost refined society, and in which they are honored\\nguests in every family.\\nTeaching is not a showy profession. Its work is,\\nfor the most part, quiet. Its grand effects are the\\nresults of long-continued effort, not of one master-\\nstroke of policy or one electric flash of genius. A\\nlawyer may make a name by one able forensic\\neffort; a general, by the conduct of a single battle;\\na statesman, by a great oration in the councils of the\\n31", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0371.jp2"}, "370": {"fulltext": "844 THE AUTHORITIES OF THE SCHOOL.\\nnation a surgeon, by a skilful operation which saves\\nthe life and brings back the health of some poor vic-\\ntim of disease but the teacher can win a position\\nor a reputation only by long and hard work. The\\nfruit of his toil slowly ripens. The faithful teacher\\nis not borne about in triumphal chariots, the rap-\\nturous huzzas of millions never greet his ears, cities\\ndo not drape themselves in mourning when he dies,\\nnor do proud mausoleums grace his last resting-\\nplace. For this reason, teaching is less attractive\\nto the ambitious than some other kinds of busi-\\nness and it is not to be much wondered at that the\\naspiring youth should rather take a chance in the\\ngreat lottery that offers the glittering prizes of place\\nand power, though ten thousand blanks be drawn to\\none fortunate venture, than to engage in the quiet\\nwork of rooting out evil from the human heart and\\ntraining the mind to a just appreciation of the true,\\nthe beautiful, and the good. But, while the popular\\ngaze is turned towards those who occupy the high\\nplaces in the old professions, who stand at the helm\\nof our national ship, who lead our armies, the true\\nteacher needs not fail in an effort to secure a grati-\\nfied ambition. The teacher who nobly performs his\\nduty is in this country, by discerning men, not less\\nhonored than are the members of the other profes-\\nsions. Those who a*re accustomed to look beneath\\nthe surface for the causes which operate in human\\naffairs easily recognize the moulding, guiding hand\\nof the teacher in much that, with the unthinking,\\npasses to the credit of others. The approbation of\\none thoughtful man is worth more than all the sense-\\nless plaudits of a crowd; and to such, and to posterity,", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0372.jp2"}, "371": {"fulltext": "THE TEACHER. 345\\nthe teacher may look confidently for a full apprecia-\\ntion of his deserts. The names of such teachers as\\nPythagoras, Socrates, Seneca, Pestalozzi, Francke,\\nDe Fellenberg, Arnold, Hamilton, Fenelon, Page,\\nand Mann, will not perish, but be preserved among\\nthe choicest treasures of history. And, to-day, in\\nFrance, in Germany, in England, in America, the\\nmost profound thinking is done by teachers, and\\nnearly all the great works in science and philosophy\\nare written by them. They now occupy the van-\\nguard in the march of human thought, and the laurel\\nwaits to deck the brows of the noble and the brave.\\nHaving seen that the disadvantages of a teacher s\\nlife are not so great as they seemed, let us examine\\nwhat may be its advantages. It is more pleasant,\\ntoo, to look upon the bright side of a picture and\\nT gladly turn to it.\\nIt is claimed that a teacher s life enables him to\\narrange fixed hours for his work necessitates no invest-\\nment of capital; gives freedom from the dangers and\\ntemptations incident to many other kinds of business;\\npresents good opportunities for acquiring knowledge;\\nand allows great privileges of doing good.\\nThe teacher has his regular hours for work; and,\\nwhen that work is done, he can generally have the\\nbalance of his time at his own disposal. The law-\\nyer, the physician, the merchant, must always be\\nready when called upon. They may do nothing all\\nday long, but they must wait, fearful to engage in\\nother serious labor, lest they may be interrupted, or\\nlest some client, patient, or customer be disappointed.\\nMechanics, too, often work under the whip of their\\nemployers. But the teacher can generally devote", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0373.jp2"}, "372": {"fulltext": "346 THE AUTHORITIES OF THE SCHOOL.\\nhis time out of school-hours to the quiet prepara-\\ntion of his work, to self-improvement, to recreation,\\nexercise, or social enjoyments. He has advantages\\nof this kind that few other employments admit, and\\nsocial regulations are such that he can enjoy them\\nwithout constraint.\\nWith comparatively few exceptions, teachers find\\nit unnecessary to invest capital in their husiness.\\nSchool-buildings and school-property of all kinds are\\ngenerally owned by communities or by Companies.\\nIn most cases, teachers receive stated salaries; and\\nwhen their salaries are due, they get their money,\\nsubject to few contingencies. If they desire to\\nchange locations, they necessarily sacrifice little\\nproperty they are in danger of making no bad bar-\\ngains, and safe calculations can always be made with\\nreference to the relations between income and ex-\\npenditures. Teachers, of course, must expend con-\\nsiderable money in preparing themselves to teach;\\nbut they cannot lose their knowledge by ill-advised\\npurchases or wild speculations.\\nSome kinds of business have certain temptations\\nand moral dangers from which teaching is free. No\\none can doubt, who has had opportunities of judg-\\ning, that there is much deceiving, cheating, and\\nlying among business-men. They are tempted to\\ndo it in order to succeed in business. The teacher\\nhas few such temptations to resist. True, teachers\\nsometimes present false statements to parents con-\\ncerning the progress of their children, and as often\\nattempt to deceive the public by examinations and\\nexhibitions contrived for effect; but such conduct is\\nso easily exposed that those who resort to it as a", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0374.jp2"}, "373": {"fulltext": "THE TEACHER. 347\\nmeans of obtaining patronage are not numerous.\\nCircumstances constantly tempt the lawyer to under-\\ntake the justification of wrong, the merchant to over-\\ncharge his customers, the physician to make unne-\\ncessary visits to his patients, and the mechanic to\\npromise what he cannot fulfil. It is not claimed that\\nteachers are better than other men, or that good\\nmen are not found in all vocations; but it is claimed\\nthat teaching harmonizes more nearly with other in-\\nterests than most, kinds of business, and that the\\nquiet walks of a teacher s life subject him less than\\nmost men to the temptations arising from clashing\\ninterests and social wrongs, or the dangers of mone-\\ntary panics, the turmoils of active business, or the\\ndisappointed aspirations and unsubstantial honors\\nincident to power and place.\\nTeaching presents very favorable opportunities for\\nacquiring knowledge, first, in furnishing leisure\\ntime and that mental state necessary to study, and,\\nsecond, in being of such a nature that the teacher,\\nin communicating knowledge to others, learns him-\\nself. There are few teachers whose time is so occu-\\npied with school-duties that they cannot find several\\nhours each day to devote to private study; and this\\ntime, well improved, must make scholars.\\nA teacher s professional duties, too, are well cal-\\nculated to induce that mental condition which fits\\nthe mind for successful study. Busy on the farm,\\nat the shop, or in the office, most men are so ab-\\nsorbed with other cares and duties that few can sit\\ndown and summon their mental energies to the task\\nof systematic thinking. With the teacher, it is so\\ndirectly in the line of professional duty that he gene-\\n31*", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0375.jp2"}, "374": {"fulltext": "348 THE AUTHORITIES OF THE SCHOOL.\\nrally finds little difficulty in laying aside his school-\\ncares and devoting his leisure hours to communion\\nwith books, or to meditation.\\nThe teacher himself learns in communicating\\nknowledge. New thoughts are often evolved when\\nsurrounded by sympathizing or opposing hearers.\\nThey are struck out, as it were, by the union or\\nconcussion of mental forces. A large audience is a\\nnecessary condition for the delivery of a great ora-\\ntion. Every teacher feels that the presence of his\\nclass inspires him, and that he understands the sub-\\nject of a lesson better after the recitation than before\\nit. In teaching, he feels the necessity of closer,\\nclearer views of a subject, and uses his best efforts\\nto obtain them. If our object is merely to know a\\nthing, we are satisfied with a much looser knowledge\\nof it than if what we know is to be imparted to\\nothers. Every one has experienced the truth of this\\nstatement who has selected a familiar theme and sat\\ndown to prepare an essay or a lecture upon it. His\\nfirst impression will most probably be one of surprise\\nthat the amount of knowledge respecting it in his\\npossession is so limited, and that he has so much\\ndifficulty in availing himself of that which he does\\npossess. To show that our habits of thinking are\\ngreatly influenced by the necessity of communica-\\nting, I may be allowed to quote the opinion of Sir\\nWilliam Hamilton, and a few authorities named by\\nhim. Sir William Hamilton says, referring to the\\npreparation required to communicate with skill,\\nIn this case, no man will ever fully understand his\\nsubject who has not studied it with a view of com-\\nmunicating; while the power of communicating a", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0376.jp2"}, "375": {"fulltext": "THE TEACHER. 549\\nsubject is the only competent criterion of his fully\\nunderstanding it. The one exclusive sign, says\\nAristotle, that a man is thoroughly cognizant of\\nanything, is that he is able to teach it, To teach,\\nsays Plato, is the way for a man to learn most and\\nbest. Homines dum docent, discunt says Seneca.\\nDoce ut discus was a maxim among the School-\\nmen; and the celebrated logician, Dr. Sanderson,\\nused to say, I learn much from my master, more\\nfrom my equals, and most of all from my disciples.\\nI extract the following from an article in Black-\\nwood s Magazine: Teaching was formerly a part\\nof the education of students at the universities. In\\nthe olden time it was necessary to the obtaining of a\\ndegree that the graduate should give evidence of his\\ncapacity as a teacher; and in the very titles of his\\ndegree as a Magister and a Doctor, he was designated\\nas a teacher. Such authority and such reasons\\ncannot be questioned; and nothing more need be\\nsaid to prove the fact, before stated, that teachers\\nare and must be the best scholars in the world.\\nThere are open to all men, who desire to take ad\\nvantage of them, opportunities of doing good. The\\ngreatest good of society can only be attained through\\nthe united exertions of all its members. Each in\\nhis sphere must do all he can for the common weal.\\nBut it is equally true that certain vocations and cer-\\ntain positions in society furnish more opportunities\\nof doing good than others; and the teacher in this\\nrespect is peculiarly favored. The most important\\ncondition necessary to bring about the highest and\\nhappiest state of society is that its members be good\\nmen and good women; and if a child trained up in", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0377.jp2"}, "376": {"fulltext": "350 THE AUTHOEITIES OF THE SCHOOL. t\\nthe way he should go will not depart from it when he\\nis old, and I heartily endorse the sentiment, and\\nteachers do much of this training, it would seem to\\nfollow that good teaching lies at the hottom of all\\nsocial reform. The population of the United States\\nis not less than thirty-three millions and of this num-\\nber at least six millions are attending school. Very\\nsoon, those who are now engaged in the various occu-\\npations of life will give place to their younger and\\nmore vigorous successors, now receiving an educa-\\ntion in our various institutions of learning. Trained\\nhere to he intelligent and good, they will discharge\\ntheir duties as citizens and men wisely and well.\\nThe patriot may find by this that his country s schools\\ncan be made the best nurseries of patriotism, and\\nthe philanthropist can discern that his reforms, to\\nbe most effectual, must be based upon the virtuous\\neducation of the young.\\nThe teacher has a wide field in which he may do\\ngood. He has the care of children. He can mould\\ntheir mental nature almost as he will. They are in\\nhis hands as clay in the hands of the potter. They\\nare his plants to watch and care for, and make\\nbloom, and bud, and bear fruit. Let him take care\\nthat no weeds choke their growth, or no wrong\\nculture mar it. Let him remember that as the\\ngreat oak retains the scar which marks the wound\\nreceived centuries ago, when a tender sapling, so\\nthe youthful soul, hurt by a careless hand in teach-\\ning, may never heal. A teacher whose pupils have\\ngrown to be men and women and engaged in active\\nlife, ma}^ have the proud satisfaction of reflecting\\nthat his was the influence that gave strength to their", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0378.jp2"}, "377": {"fulltext": "THE GENERAL SCHOOL-OFFICERS. 351\\nweak mental activities and guided their tottering\\nfootsteps along the pathway which conducted them\\nto honor and success. The farmer is pleased in\\ncontemplating his growing crop, or the fruit of his\\nindustry well harvested the mechanic experiences\\na just pride in gazing upon the results of his own\\ncunning workmanship the artist feels a thrill of\\njoy as he communes with the forms of beauty he\\nhas traced upon the dull canvas, or the heating\\npulse and heaving bosom he has evoked from the\\ncold, dead marble but none of these can realize\\nthat high pleasure which the teacher enjoys who\\nproperly educates men and women and sends them\\nout to bless mankind. Harvest-fruits will pass\\naway, the most imposing structures of human in-\\ngenuity will crumble to the dust, forms of beauty\\nwill die out on the canvas, and the tooth of time\\nwill eat away the hardest marble but the teacher s\\nwork is for eternity; every chord he strikes in the\\ntender mind vibrates at the throne of God, and\\nvibrates ever.\\nThe faithful teacher, I repeat, enjoys more than\\nmost others the high privilege of doing good. As\\na rich reward, he will receive the grateful thanks of\\nthose whom his instruction may have benefited,\\nand he surely cannot lose the smiles of approving\\nHeaven.\\nXL The General School-Gincers.\u00e2\u0080\u0094 Under the\\nhead of General School-Officers it is intended to\\nembrace the officers who, by the names of Superin-\\ntendents of Schools, School-Trustees, School-Di-", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0379.jp2"}, "378": {"fulltext": "352 1HE AUTHORITIES OP THE SCHOOL.\\nrectors, and School-Committees, exercise general\\ncare over schools and school-interests.\\nIn speaking of the duties of these officers, no\\nlong discussion will be needed here, for the greater\\npart of them have already been described and the\\ntask I proposed to myself will have been completed,\\nwhen I point the officers to their work.\\nThe General School-Officers select school-sites\\nand provide school-grounds. Their duty in this\\nrespect is an important one for their choice will\\nnot only have an influence upon the present, but\\nupon future, generations of children. Let no false\\nnotions of economy prevent the selection of such\\nsites and the purchasing and arranging of such\\ngrounds as evince at once good judgment and taste\\nand show a proper regard for the welfare of the\\nchildren who are to use and enjoy them.\\nThe General School-Officers grade the schools\\nand fix their courses of study. The well-working\\nof a system of schools depends much upon the\\nmanner of grading them, and the kind of studies\\nthat are pursued in the different grades; and no\\nman is qualified to make the necessary regulations\\nconcerning these matters, without giving the sub-\\nject careful consideration. If School-Officers do not\\npossess the requisite knowledge and experience,\\nthey should call to their aid some one who does\\npossess them. Nowhere else is guess-work more\\nfatal. A very large number of so-called graded\\nschools are clogged and crippled in their operation\\nby mismanagement.\\nThe General School-Officers build and furnish\\nschool-houses. A school-house should be so con-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0380.jp2"}, "379": {"fulltext": "THE GENERAL SCHOOL-OFFICERS. 353\\nstructed and so furnished as to answer in the best\\nmanner the purpose of its erection, to promote the\\nhealth and comfort of those who occupy it, and to\\nbe in accordance with the principles of good taste.\\nFew of our country school-houses, few school-houses\\nanywhere or of any kind, fully meet these conditions.\\nSchool-Architecture is yet in its infancy; and its\\nprogress will be slow until more liberal opinions\\nprevail among the people respecting the kind and\\ncharacter of the education needed by the young.\\nGeneral School -Officers often have it in their power\\nto change this state of things for the better and\\nwhenever they are willing to improve the school-\\nbuildings and school-furniture intrusted to their\\ncare, skill can readily be found to do it.\\nThe General School-Officers provide apparatus for\\nthe schools. The teacher works at as much dis-\\nadvantage without tools as the farmer, mechanic,\\nor surgeon and yet the duty of providing them is\\noften neglected. Indeed, the time is not very far\\ndistant when many teachers themselves considered\\nthat a penknife, a ruler, and a birch, were about all\\nthe tools they needed. The articles of school-appa-\\nratus mentioned elsewhere in this book are really\\nindispensable to good teaching, and the proper\\nauthorities ought to procure them. It is always\\nbad economy to pay men for working with inferior\\nmplements.\\nThe General School-Officers desire to preserve the\\nstatistics of the schools under their charge, and, of\\ncourse, they must furnish suitable school-records for\\nthat purpose.\\nThe General School-Officers employ teachers; and", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0381.jp2"}, "380": {"fulltext": "354 THE AUTHORITIES OF THE SCHOOL.\\nthis is the most important part of their duty. It is\\nthe teacher that must give movement to the whole\\nschool-machinery. As the teacher is, so the school\\nwill be. ~No school-officers can know without\\ndanger of mistake whether the persons they em-\\nploy as teachers will prove in every respect qualified\\nfor the Work, until they are tried but every effort\\nshould be made to obtain this knowledge to the\\ngreatest extent practicable. The man into whose\\nhands the young minds and tender hearts of the\\nchildren of a neighborhood are intrusted, ought to\\nbe selected with the greatest care. If damage be\\ndone by an incompetent teacher, the authorities\\nthat employed him are in great measure respon-\\nsible for it. Before employing a teacher, the School-\\nOfficers should inform themselves,\\nFirst As to his appearance, manners, tastes, and\\nphysical constitution. Some questions may be asked\\nhim concerning some of these points; but safe con-\\nclusions can generally be reached by close observa-\\ntion while in conference with him.\\nSecond. As to his intellectual qualifications. The\\nintellectual qualifications of a teacher can be ap-\\nproximately determined by a well-conducted exa-\\nmination. The officer who conducts such an exami-\\nnation should be himself a teacher.\\nThird. As to his moral character. If the applicant\\nfor a school be a stranger to the School-Officers, they\\nshould require him to produce recommendations,\\nas to moral character, from responsible parties. A\\nteacher ought to be a good man. It is better to\\nleave children untaught than to expose them to", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0382.jp2"}, "381": {"fulltext": "THE PEOPLE IN RESPECT TO SCHOOLS. 355\\nthe influences of teachers who either entertain bad\\nprinciples or are guilty of bad practices.\\nFourth. As to his professional requirements. A\\nteacher s knowledge of the Theory of Teaching can\\nbe learned by an examination, if it be conducted\\nby a competent examiner; but his skill in the prac-\\ntice of his profession must be learned from the\\ntestimony of those who have witnessed the opera-\\ntions of his school-room.\\nGeneral School-Officers visit schools. The value\\nof school-visitation by intelligent School-Officers can\\nhardly be over-estimated. Such visitations are ne-\\ncessary to secure the care-taking of grounds, build-\\nings, furniture, and apparatus necessary to secure\\nthe most rapid progress in study on the part of the\\npupils necessary to encourage competent teachers\\nand to detect incompetent ones in short, necessary\\nto secure the well-working of the whole school-\\nmachinery. A railroad or a factory does not need\\nthe watchful care of superintendents more than\\nschools- require the frequent visitations of their\\nSchool-Officers.\\nIII. The People in Respect to Schools.\u00e2\u0080\u0094 That\\nevery child is entitled to an education is a propo-\\nsition the truth of which at this time, in this country,\\nfew will deny. The main facts which prove it are,\\nfirst, that without education the end of our being,\\nhuman ^perfection, could not be attained; second, that\\nwithout it, since God made us capable of being\\neducated, His purpose in our creation would be\\ndefeated third, that without it the noblest truth\\n.11 science, philosophy, and religion, and the highest\\n32", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0383.jp2"}, "382": {"fulltext": "856 THE AUTHORITIES OF THE SCHOOL.\\nbeauty in nature and art, could not be appreciated,\\nor even conceived fourth, that without it the work\\nallotted us as individuals, as citizens, or as members\\nof society, could not be performed.\\nThe right of each individual to an education ac-\\nknowledged, it seems proper to speak\\n1. Of the Relations of Education in Society.\\n2. Of the Agencies by which an Education can\\nbe obtained.\\n1. The Relations of Education in Society.\\nThe people who found and support schools ought\\nto understand the social influences of education.\\nWithout this knowledge, all provision for education\\nmust be made blindly, and, according to well-known\\nprinciples of human nature in such cases, reluc-\\ntantly. I desire to discuss, briefly,\\n1st. The Relations of Education to Labor.\\n2d. The Relations of Education to Wealth.\\n3d. The Relations of Education to Crime.\\n4th. The Relations of Education to Happiness.\\n5th. The Relations of Education to Religion.\\n6th. The Relations of Education to Government.\\nThe Relations of Education to Labor. Education\\nrenders labor more effective. A man who is intel-\\nligent and skilful can perform more work of any\\nkind than one who is ignorant and awkward. This\\nfact is made manifest in every shop and on every\\nfarm. It is shown, too, by the invention of ma-\\nchinery. In ancient times, much strength was\\nwasted in carrying water from distant springs,", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0384.jp2"}, "383": {"fulltext": "THE PEOPLE IN RESPECT TO SCHOOLS. 357\\nbrooks, or rivers; but when wells were dug in con-\\nvenient places and water drawn from them, one step\\nwas taken to lessen labor; when pumps were placed\\nin these wells and the atmosphere made to do some\\nof the lifting, further progress was made in the same\\ndirection; and when siphons and hydraulic rams\\ncame into use, water could be procured almost\\nwithout the expenditure of muscular strength. A\\nsharpened stick might serve a savage to plant a few\\nhills of corn; a spade would enable him to plant\\nmuch more; with a plow and the skill to use horses\\nor oxen, one man may do the work of many; and\\nwhen steam can be made to take the place of animal\\nstrength, a still greater breadth of land can be\\nworked with a still less amount of labor. If all the\\ngrain now raised in the United States could be\\nthrashed out only by the simple contrivances of the\\nprimitive ages and ground by hand in mortars, the\\nwhole people of the country might engage in the\\nwork and scarcely accomplish it. But while the\\nsimplest kinds of labor, such as the cutting down\\nof forests, excavating earth, and quarrying stone,\\nare rendered more effective by education, the more\\ndifficult kinds would be impossible without it. This\\nfact appears most conspicuously in the arts of manu-\\nfacturing and mechanics. There must be labor\\ndirected by intelligence to erect bridges, construct\\nrailroads, and build steamships; to make watches,\\npianos, and printing-presses to manufacture paper,\\ncloth, or cannon. As a question of economy in\\nmoney, a state will act wisely in educating its la-\\nborers.\\nEducation dignifies the laborer. In all mon", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0385.jp2"}, "384": {"fulltext": "358 THE AUTHORITIES OF THE SCHOOL.\\narchies, at least, if not in all republics, there are\\ntwo classes of society, the intelligent, ruling class\\nand the ignorant, servile class, the Patricians and\\nthe Plebeians; but in all countries the fact is ap-\\nparent that the latter class are held in low estima-\\ntion, not because they work, but because they are\\nignorant. A good education is everywhere a pass-\\nport to good society. It everywhere dignifies the\\nlaborer and makes freemen of slaves. Cincinnatus\\ncould plow his lands, Franklin could wheel home\\nhis paper through the streets or set his type, Hugh\\nMiller could work in a stone-quarry, and lose no-\\nthing in the esteem of any man whose esteem was\\nworth possessing. I once met, half a mile under\\nground, in a coal-mine, a Scotch miner. His hands\\nwere hard with labor, his face was as black as coal\\ncould make it and yet he could talk to me of strata\\nand formations, of fossil plants and animals, of\\nLocke and Keid and Stewart, of Campbell, Scott,\\nand Burns. I realized then, in conversation with\\nthat sooty miner, that learning may dignify the low-\\nliest toil, and that earth has nothing ignoble but\\nsin and ignorance. Man working as a man is re-\\nspected but working as a mere animal he is despised.\\nWhenever laborers learn to think, labor will be dig-\\nnified. The common feeling seems to be that man\\nwas intended to work more with the head than\\nwith the hands, that, having the power to make\\nanimals and the inanimate forces of nature do his\\nheavy lifting, pulling, and other work requiring\\nmuscular strength, he is unworthy of himself if he\\ndoes not use it. This feeling is the source of the\\ndifference in the degree of respect with which the", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0386.jp2"}, "385": {"fulltext": "THE PEOPLE IN RESPECT TO SCHOOLS. 359\\nvarious employments of men are regarded. Intelli-\\ngence commands a higher price in the market than\\nmere muscle, or the services of a horse would be\\nworth more than the services of a man and the\\nprice, not only in money but in respect, will always\\nbe in proportion to the degree of intelligence.\\nBut it is said that education will create a distaste\\nfor work, and, consequently, diminish the number of\\nlaborers. I think it is true, as before intimated, that\\neducation has a tendency to make a man feel that\\nhis special work is to think, to plan, and to manage.\\nIt does not make him less industrious, but it dis-\\nposes him to use animals, water, wind, steam, elec-\\ntricity, to help him work. An educated man may\\nnot be very willing to pull at a weight with his\\nhands but he will contrive a capstan and do the\\nwork of many men. He does not thrash grain with\\na flail, but with a thrashing-machine. He does not\\npick cotton with his fingers, but with a cotton-gin.\\nHe might grow weary spinning with a distaff or\\nweaving with a hand-loom, but he will build great\\nfactories, and set machinery in motion that will\\nmake more cloth than the whole world could do if\\nall were weavers. Education does not make people\\ndislike men s work; it only makes them want to\\nwork like men. It may diminish the number of\\nmere hewers of wood and drawers of water, but it\\nprovides ample means for hewing all the^wood and\\ndrawing all the water the world needs. If all\\npersons were educated, who would do the work?\\nasks one. A harder question would be, If there\\nwere no educated men to economize labor, where\\ncould a. sufficient number of laborers be obtained?\\n32\u00c2\u00ab", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0387.jp2"}, "386": {"fulltext": "360 THE AUTHORITIES OF THE SCHOOL.\\nGod, when He made man capable of thinking, did\\nnot intend that he should starve himself in exer-\\ncising this privilege. All needed work will be done,\\nand better done than now, when all men shall have\\nbecome educated. Most of it will be done by ma-\\nchinery; but no one will object then, more than now,\\nto doing necessary hand-work by hand.\\nThe Relations of Education to Wealth. Education\\nincreases the wealth of a nation in several ways. It\\nmakes labor more effective, as previously shown\\nwith a less expenditure of time and strength, it en-\\nables men to accomplish vastly more work than they\\ncould do without it, and consequently adds to a\\nnation s wealth.\\nWealth consists, says Henry C. Carey, in the\\npower to command the always gratuitous services\\nof nature. If this is true (and it seems to me to\\nbe in good part true), the wealth of a nation must\\nbe greatly increased by the education of its citizens\\nfor it is education that gives the power to command\\nthe services of nature. A rude, uncultivated people\\nwork almost altogether with their hands and a\\nfew simple tools or instruments which they acquire\\nthe skill to make and handle later they learn to\\ntame the ox, horse, dog, or reindeer, and make use\\nof animal strength in their labors; but it is only in\\nhighly civilized communities that the wind is made\\nto grind qorn and propel vessels, that water is used\\nto turn mill-wheels and drive the machinery of\\nmanufactories, that steam is forced to lift heavy\\nweights and pull heavy loads, or that electricity is\\nsent on our errands through the land. In this sense\\nknowledge is truly power, and power is wealth.", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0388.jp2"}, "387": {"fulltext": "THE PEOPLE IN RESPECT TO SCHOOLS. 361\\nThe resources of a country could not be developed\\nwithout education. Yast forests of timber would\\ndecay if they could not be converted into buildings,\\nbridges, and ships; the mineral masses of coal, iron-\\nore, limestone, granite, marble, that underlie our\\nvalleys and form great beds beneath our mountains,\\nwere of little value to the wild Indian who placed\\nhis wigwam above them, unconscious of the wealth\\nunder his feet; vegetable fibres have been found\\nand fashioned into fabrics with a skill and a rapidity\\nthat add immensely to their value; and even the\\nearth is made to increase its yield a hundredfold\\nunder the hand of skilful tillage. It is thus that\\nnational wealth is developed by education; and fur-\\nther illustrations are deemed unnecessary.\\nThe Relations of Education to Crime. It is a ques-\\ntion of much interest to a people, before making\\ncostly provision for education, as to the relation edu-\\ncation bears to crime. Does it make society more\\nvirtuous or less so\\nWe do not find the moral quality of an act in its\\nintellectual part. The reason enables us to know\\nwhat is rignt; but virtue does not consist in knowing\\nthe right, it consists in doing it from a proper mo-\\ntive. It is clear, therefore, that if intellectual cul-\\nture promotes virtue in a people, it must do so in-\\ndirectly. But indirectly its influence must be on\\nvirtue s side. Eight-knowing is a necessary condi-\\ntion for right-doing. Besides, crimes are frequently\\ncommitted by persons who do not realize the wrong\\nthey do but this can hardly be the case with the\\neducated. Crimes are frequently committed by\\nthose who are suffering from poverty or for want", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0389.jp2"}, "388": {"fulltext": "362 THE AUTHORITIES OF THE SCHOOL.\\nof employment; but an educated man need not\\noften suffer on these accounts, and this lessens his\\ntemptations to wrong-doing. Crimes are frequently\\ncommitted by the ignorant during the hours when,\\nreleased from work, they seek pleasure in animal\\nindulgences; but educated men have tastes and\\nsources of amusement that sometimes at least keep\\nthem from the company of the low and depraved.\\nCrimes are frequently committed by those who have\\nlost all self-respect; the educated have a better ap-\\npreciation than the ignorant of the dignity of the\\nhuman character and what is due to it. All these\\ncircumstances evidently tend to render indulgence\\nin vice and wickedness less common among the edu-\\ncated than among the ignorant. Still, it must not\\nbe claimed that education wholly prevents crime.\\nSome men intellectually very great have been mor-\\nally very bad. Education, indeed, has been used\\nas an instrument of crime. Facts prove that a\\nmere intellectual education is not a sufficient safe-\\nguard against the commission of crime the only\\nsafeguard is an education broad enough to reach\\nthe moral nature, the heart as well as the head.\\nBut it is claimed that intellectual culture when im-\\nparted by itself if that is possible tends to dimi-\\nnish crime, and that the education imparted in our\\ncommon schools, comprehending as it does both in-\\ntellectual and moral instruction, is greatly promotive\\nof that end. That this claim is not unwarranted,\\nsufficient proof has already been given but a few\\nfacts in the form of statistics will confirm its justice.\\nDuring seven years the criminal statistics of\\nEurope show that in France, among the persons ac-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0390.jp2"}, "389": {"fulltext": "THE PEOPLE IN RESPECT TO SCHOOLS. 363\\ncused or convicted of crime, the proportion of the\\nwell educated to those imperfectly educated or not\\neducated at all was 227 to 9773 in Scotland, 188 to\\n9812 and in England, 91 to 9909.\\nJoseph Bently some years since arranged a chart\\nshowing the moral condition of the different coun-\\nties of England as compared with their means of\\neducation. From an inspection of this chart, Bishop\\nPotter, in the School and Schoolmaster, draws\\nthe following conclusion: If you take the four\\nbest-instructed counties in England, as exhibited on\\nthis chart, and the four worst-instructed, it will be\\nfound that the average amount of crime is almost\\nexactly in the inverse ratio to the average amount\\nof instruction.\\nOf 9979 criminals committed to the jails and\\nhouses of correction in Massachusetts in 1850, only\\n3175, or less than one-third, could read and write\\nof 9705 committed in the same State in 1862, 1965\\ncould neither read nor write. Of 445 convicts in\\nthe Ohio Penitentiary in 1847, 248 could not read\\nand write when they entered. In 1843, of 1778\\nconvicts in the Eastern Penitentiary of Pennsyl-\\nvania, 906 could not read and write of the 646 who\\nwere in the same prison in 1862, 112 were entirely\\nilliterate on admission, 106 could spell and read a\\nlittle, 421 could read and write, but only 7 had a\\ngood English education.\\nThe number of commitments to the prisons of\\nNew York City in 1850 was 21,299, of whom 9449\\ncould not read, 1646 could read only, 7284 could\\nread and write, and 2737 were pronounced well\\neducated. There were tried in the year 1861 in the", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0391.jp2"}, "390": {"fulltext": "364 THE AUTHORITIES OF THE SCHOOL.\\nprincipal cities of the State of New York 36,662\\ncases, and of these 21,158 could not read and write,\\n11,745 could read and write, and the education of\\n1156 could not be ascertained. In the California\\nState Prison in 1863 there were 589 criminals, of\\nwhom 375 could read, 341 could read and write,\\nand 214 could neither read nor write. The chaplain\\nof the Connecticut State Prison says that at one time\\nout of 190 prisoners not one was liberally educated.\\nNow, when it is remembered that but a very small\\nproportion of the population of the States and locali-\\nties referred to cannot at least read and write, these\\nfacts show with overwhelming force that ignorance\\nis one of the most potent causes of crime.\\nThe statistics above given are quoted because they\\nexhibit the influence of education briefly and in the\\nmost convincing form. Multitudes of the same\\nkind of facts are readily accessible and a careful\\nexamination of the inmates of every jail and peni-\\ntentiary in the whole country would exhibit the\\nsame results as those named. Counter-statements,\\nindeed, have been made by M. Guerry in France,\\nand by Sir Archibald Alison in England but their\\nstatements were afterwards found to be based upon\\na partial knowledge of the facts involved in their\\ncalculations.\\nThe Relations of Education to Happiness. Happi-\\nness is defined by Webster as the agreeable sen-\\nsations which spring from the enjoyment of good\\nthat state of being in which one s desires are grati-\\nfied by the enjoyment of pleasure without pain.\\nDoes education tend to increase or diminish happi-\\nness as thus defined?", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0392.jp2"}, "391": {"fulltext": "THE PEOPLE IN RESPECT TO SCHOOLS. 365\\nThat it tends to increase it will appear from the\\nfollowing reasons\\nEducation multiplies the sources of enjoyment.\\nThe happiness of the ignorant must consist mainly\\nin mere animal gratification. They can derive little\\npleasure from the contemplation of the works of\\nnature. That pure pleasure which comes from the\\nstudy of the various sciences is wholly unknown to\\nthem. They do not appreciate works of art, except\\nthose of the rudest character; and the heauty of\\npainting and sculpture and the charms of poetry\\nand melody never can arouse to rapturous enjoy-\\nment their dull senses. They do not see the foot-\\nprints of the Creator upon the earth, and His handi-\\nwork in plants and animals and the stars of heaven.\\nThe mysteries of their own bodies they have never\\nessayed to understand, and the whole world of soul\\nis to them a terra incognita. The ignorant may be\\ncontented but contentment is not always happiness.\\nBrutes are contented with their condition; and\\nShakspeare says,\\nWhat is man,\\nIf his chief good and market of his time\\nBe but to sleep and feed? a beast, no more.\\nEducation increases the power of enjoying. Agree-\\nable sensations may arise from the proper exercise\\nof the organs of the body; from the lawful gratifi-\\ncation of the animal senses, appetites, and passions;\\nfrom the use of the various intellectual powers; from\\nthe discharge of moral and religious duties. The\\nlowest form of happiness arises from the first\\nsource named, the next lowest from the second, and\\nthe highest from the exercise of the intellect and", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0393.jp2"}, "392": {"fulltext": "366 THE AUTHORITIES OF THE SCHOOL.\\nthe conscience. He is the happiest man who derives\\npleasure from the play of his whole nature, and his\\npower of enjoying is much diminished who suffers\\nhis higher mental faculties to remain unused. Be-\\nsides, the pleasures of the educated are not only of\\na higher order than those of the ignorant, hut they\\nare more intense. A well-cultured intellect is quick\\nto perceive truth and heauty, and well-trained feel-\\nings are quick to respond to such perceptions; while\\nthe chief care of the ignorant is to sleep and feed.\\nEducation removes many causes of unhappiness.\\nAll the benefits society derives from those who\\ntrain the young, relieve persons afflicted with dis-\\nease, or heal the sin-sick spirit, are attributable in\\ngreat measure to education. Much suffering has\\nresulted to humanity from various forms of super-\\nstition. Eclipses, comets, meteors, have struck with\\nterror whole communities. Witchcraft, like a fell\\nspirit, has caused much misery. People have been\\nfrightened by ghosts and apparitions. Great incon-\\nvenience has been occasioned by belief in charms,\\nspells, and magical cures. Humbugs of all kinds\\nhave misled the ignorant. Wicked delusions have\\nbeen practiced upon the superstitious, and many\\nhave been robbed of money and time, and some\\nhave lost their lives, in consequence of them. Ig-\\nnorance seems to have been the great hotbed from\\nwhich has sprung, like rank weeds, all that is sinful\\nand wicked. Designing men have made use of the\\nsuperstitious fears, fierce passions, and strong preju-\\ndices of the ignorant to forward their evil designs\\nagainst social order, religion, and liberty. If it\\nwere possible to sum up the curses that have bur-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0394.jp2"}, "393": {"fulltext": "THE PEOPLE IN RESPECT TO SCHOOLS. 367\\ndened mankind with vice, misery, and grief, a large\\nproportion would be found to have a common mother,\\nignorance.\\nThe Relations of Education to Religion. The maxim\\nthat Ignorance is the mother of devotion, if not\\nuttered in irony, must have had its origin when re-\\nligion was little understood. If by devotion is meant\\nunquestioning obedience to the authorities of a\\nchurch and a blind compliance with prescribed re-\\nligious forms, ignorance is the mother of devotion\\nbut if devotion means enlightened faith, or free and\\nfull sacrifice of self to the ends of piety well under-\\nstood, the maxim is most erroneous. It is well to\\nstate here, in view of the great interest the people\\nhave in the matter,\\nFirst, the complaints science makes against re-\\nligion. Science complains that religion ignores the\\nhigher faculties of the mind and requires men to\\nbelieve when they should reason. Science com-\\nplains that religion fixes certain doubtful creeds or\\ndogmas by authority, and thus blocks up progress.\\nScience complains that religion is illiberal and\\npersecutes men for honest differences of opinion.\\nScience complains that religion too often degenerates\\ninto superstition and faith too often has no firmer\\nbasis than fiction.\\nSecond, the complaints religion makes against\\nscience. Religion complains that science is proud,\\nand claims to reason of things whereof to reason\\nis impossible. Religion complains that science\\noverlooks certain great truths which God has re-\\nvealed, and which must be believed and practiced\\nor all progress leads to destruction. Religion com-\\n33", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0395.jp2"}, "394": {"fulltext": "368 THE AUTHOHITIES OF THE SCHOOL.\\nplains that science in its toleration of error would\\nsacrifice the truths of God s word, which must be\\npreserved amid all the mutabilities of human affairs.\\nReligion complains that science too often leads to\\nskepticism and reason too often assumes to occupy\\nthe place of God.\\nHistory, it is to be feared, might show cause for\\nboth these classes of complaints but to the believer\\nin the perfections of God, no antagonism between\\nscience and religion is possible. God does not con-\\ntradict Himself. The truth in His works cannot\\ninvalidate in the least particular the truth of His\\nword. Both coexist in the most beautiful harmony.\\nScience has attacked religion because men assumed\\nto have wisdom which they did not possess, and re-\\nligion has attacked science because men have con-\\nstructed creeds which they came to regard as the\\nwork of God and not of men. Let both labor\\nand wait, and eventually all seeming differences\\nwill meet their reconciliation. Education has no\\nnobler end than that of aiding in bringing about\\nthis reconciliation and happy the teacher who in\\ntraining a scholar makes a Christian!\\nReligion, as I understand it, is educational. God\\ngave men the capacity to become religious. That\\nwas the true light that lighteth every man that\\ncometh into the world. Certain conditions must\\nbe fulfilled, the strivings of the Spirit of God with\\nour spirits must be heeded, and the converted soul\\nbegins its growth in grace, at first like a tender\\nplant, afterwards like a great tree that the storms\\nof life cannot uproot.\\nAll true education is religious. Systems of science", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0396.jp2"}, "395": {"fulltext": "THE PEOPLE IN RESPECT TO SCHOOLS. 369\\nare but the thoughts of God. Kepler uttered but\\nthe sober truth when, enraptured with the discovery\\nof his planetary laws, he exclaimed, Great God, I\\nthink thy thoughts after thee All science, there-\\nfore, leads to God. Its laws all converge and unite\\nin Him; and the student cannot reach his journey s\\nend until he rests safe on the Saviour s bosom.\\nThe Relations of Education to Government. The\\nfirst form of government was patriarchal the father\\nruled his family: there was no state. Next came\\nthe monarchial form: the patriarch became the\\nhead of several or many families or, in times of\\ndanger or distress, some one stronger or wiser than\\nothers was made chief, and in the course of years,\\nby conquests or affinities, a number of tribes united\\nunder one sovereign whose rule was absolute. The\\nform that probably followed the monarchial was\\nthe aristocratic: some of the principal men of a\\nnation, great in ability, wealth, or arms, demanded a\\nshare in the sovereignty and obtained certain con-\\ncessions from the monarch, and became a check,\\nmore or less strong, upon his power. The form that\\nwas the last to be adopted is the republican, in which\\nthe people govern themselves by electing their own\\nrulers.\\nIf, then, amidst all the mutations of nations, we\\ncan see governments ripening into democracies, it\\nfollows that forms of government are the result of\\neducation. A republican is the form toward which\\nall highly civilized countries gravitate, and which\\nthe most highly civilized ones adopt; but such kinds\\nof government have always failed and will always\\nfail where the masses of the people are ignorant", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0397.jp2"}, "396": {"fulltext": "370 THE AUTHORITIES OF THE SCHOOL.\\nWhere universal suffrage is enjoyed, there must be\\nuniversal education.\\nA republic is endangered by ignorant rulers. It\\nrequires great wisdom in the men who make the\\nlaws for a great nation and adapt them to the varied\\ncircumstances of the people; great wisdom in the\\nmen who expound these laws and adjust the rights\\nand redress the wrongs of individuals and commu-\\nnities under them great wisdom in the men who\\nsupport the authority of the government by a faith-\\nful execution of the laws thus framed by legislators\\nand expounded by judges.\\nA republic is endangered by ignorant voters.\\nWhat the Palladium was to ancient Troy, what the\\nArk of the Covenant was to the Jews, the ballot-box\\nis to Americans. Whenever it does not express the\\nvoice of intelligent freemen, republican institutions\\nare in danger. Many other things are necessary to\\nthe well- working of the governmental machinery of\\na republic, but a pure ballot-box is vital. It is the\\nnation s heart. But what shall we say of the ballot-\\nbox that expresses only the voice of unthinking,\\nignorant men Does it need a prophet to foretell\\nthe fate of that republic whose voters are such men\\nMay God put it into the hearts of our American\\npeople to provide an education a right education\\nfor all, that the republic may not perish\\nA republic is endangered by unprincipled* dema-\\ngogues. It was by the contentions of parties and\\nparty factions that Rome and Greece lost their liber-\\nties, and these contentions were fomented by\\nambitious men who sought their own interests at\\nthe expense of the state. The same class of dema-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0398.jp2"}, "397": {"fulltext": "THE PEOPLE IN RESPECT TO SCHOOLS. 371\\ngogues, not yet grown quite so bold, may be found\\nin America. They pretend to be great friends of\\nthe people, flatter them, excite their prejudices,\\nsecure their votes, and, when necessary to their pur-\\nposes, stir up the spirit among them that leads to\\nmobs and violence. Success attends such efforts\\nonly among the ignorant. The trade of demago-\\nguism does not flourish among intelligent men.\\nUniversal education is the antidote for this evil,\\nand will save our country from the fate of the great\\nrepublics of the past.\\n2. The Agencies by which an Education can be\\nobtained. Taking the term school to signify\\nany place where instruction is imparted, the means\\nin present use for the purposes of instruction may\\nbe classified as follows\\n1st. Family Schools.\\n2d. Church Schools.\\n3d. Private Schools.\\n4th. State Schools.\\n5th. People s Schools.\\nThe Family School. The work of education is\\nfirst commenced in the family, and parents are the\\nfirst teachers. Some care .must be taken of children\\nduring infancy, or they would perish, and some in-\\nstruction must be imparted to them by parents, or\\nthey will be unfit to become members of even the\\nrudest society. The wild savages of Africa and\\nAmerica do not wholly neglect this duty and as\\ncivilization advances, more care is taken to instruct\\nchildren in the family, and in some countries, as\\nin Judea, education was almost altogether of a\\n33*", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0399.jp2"}, "398": {"fulltext": "372 THE PEOPLE IN RESPECT TO SCHOOLS.\\ndomestic character. The family indeed is a state\\nin miniature, the unit of society and both reason\\nand revelation devolve upon the heads of a family\\nthe responsibility of educating its younger members.\\nAn education received from parents in the bosom\\nof a family must have certain advantages over an\\neducation received from teachers in a school. Pa-\\nrents can commence the education of their children\\nin their infancy, when they are most susceptible to\\neducational influences they can continue it with-\\nout interruptions in time or change in system they\\ncan adopt studies and regulate their family disci-\\npline with no one to question their authority or to\\ninterfere with their plans they can commingle in\\npractical application, and vary when desirable, the\\ndifferent kinds of education, physical, intellectual,\\nsesthetical, industrial, moral, and religious they\\ncan unite both paternal and maternal influences in\\ntheir modes of instruction and they can shield\\ntheir children from the temptations to which they\\nwould be exposed away from home, even when\\nmost watchfully cared for. These advantages, how-\\never, it is evident, can only be attained under the\\nmost favorable circumstances. In even the most\\nenlightened neighborhoods in this country, it would\\nbe found upon trial that parents are not, except in\\nfew instances, capable of imparting a complete edu-\\ncation to their children, and that, when competent,\\ntheir business interests would prevent it. The cost of\\nemploying private teachers with the necessary qua-\\nlifications can only be paid by the wealthy. These\\ncauses have operated to remove children from the\\nfamily to receive their education, and if the loss", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0400.jp2"}, "399": {"fulltext": "THE AUTHORITIES OF THE SCHOOL. 373\\nhas been great, it will be seen in the sequel that the\\ngain has also been considerable.\\nThat parents cannot in the present state of society\\nfully instruct their children is a proposition which\\nfew will doubt but it is very certain that they might\\naccomplish much more in this direction than they\\nnow perform. They are apt to shift the responsi-\\nbility of the education of their children altogether\\nfrom themselves, and throw it upon private teachers,\\nor upon Church or State. This is most sadly wrong.\\nParents can have no higher interest than the edu-\\ncation of their offspring, and nothing but the most\\npressing circumstances can excuse them from the\\nperformance of the duty of teaching these offspring\\nso far as they may be able to discharge it. Schools\\nare a necessary evil, says a writer; and there is much\\ntruth in the sentiment. There can be no question\\nthat society in all its parts, government in all its\\nfunctions, must feel the evil effects of defective\\nhome-training. Education is the more potent the\\nearlier it is imparted. Every new educator effects\\nless than his predecessor. Parents cheat their\\nchildren of their birthright when they leave their\\nwhole culture of head and heart to others.\\nThe Church School. The Church has done\\nmuch for education in all ages, though its object at\\ntimes may have been more to increase its member-\\nship than to benefit the people. Priests in different\\ncountries of ancient times were the chief educators.\\nThis was the case in Egypt, Hindostan, and Judea;\\nand during the long night of the Middle Ages, what\\nlittle intellectual light was disseminated came from\\nthe cold cloister or the dark cell of the monastery.", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0401.jp2"}, "400": {"fulltext": "374 THE PEOPLE IN KESPECT TO SCHOOLS.\\nAt the present day the Church has everywhere its\\ninstitutions of learning, and may justly vie with the\\nState in the munificence of its contributions to their\\nsupport.\\nKnowing the power of early influences, it is not\\nunnatural that Church authorities should contend\\nfor the right of education; nor is it unnatural that\\nparents who are members of particular Churches\\nand solicitous for the religious interests of their\\nchildren, should desire to place them in circum-\\nstances most favorable to the promotion of those\\ninterests. All the right the Church can have in the\\nmatter, however, in my opinion, is acquired from\\nparents. There is nothing in the constitution of the\\nChurch itself that gives it this right; but, if parents\\nor those having the control of children willingly\\nselect the Church as an agent to do their work, no\\nvalid objection can be made to it. God gave chil-\\ndren to parents, and they are responsible to Him for\\ntheir training and instruction. The Church may\\nadvise; but I can find nothing in the Bible nor in\\nthe nature of the case to warrant its use of force. I\\nmean that what I have said shall apply to countries\\nin which Church and State are united, or to those in\\nwhich State authority is subordinate to Church au-\\nthority; but it is intended to be more directly appli-\\ncable to the state of affairs in governments like ours,\\nthe only form of government consistent with indi-\\nvidual liberty.\\nThe Private School. The parents of several\\nfamilies have the right to educate their children to-\\ngether, and they may freely appoint teachers for that\\npurpose. If several, then many may do so, and thus", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0402.jp2"}, "401": {"fulltext": "THE AUTHORITIES OF THE SCHOOL. 375\\nPrivate Schools, larger or smaller, may be established.\\nOr a teacher may collect about him as many children\\nas choose to attend his instruction, and teach them,\\nand, as far as I can see, he commits no offence. If\\nthe Church maybe selected as an agent in the work\\nof education, so may an individual, parents being\\nthe primary source of educational power in both\\ncases.\\nThe Private School differs from the Church School\\nin this: the latter is necessarily denominational, if\\nnot sectarian, in its character, while the former may\\nbe composed of children from families belonging\\nto different religious denominations, or to none. In\\nsuch a school, religious instruction must consist of\\nthose broad principles which are recognized as true\\nby the patrons of the school, or be entirely left to\\nother agencies. It is a curious fact in the history of\\neducational progress in America, that these Private\\nSchools as organized in villages and rural districts\\nsuggested the necessity of our general Common\\nSchool systems, and formed the basis, in principle,\\nupon which they are founded.\\nThe State School. In ancient Sparta the State\\nvirtually took their children from parents and edu-\\ncated them wholly with reference to its own ends.\\nIt prescribed their clothing and food, as well as ap-\\npointed their teachers and dictated their course of\\nstudy. Nowhere else has the State arrogated to\\nitself such absolute power respecting education for\\nthe school systems of modern Europe are State in-\\nstitutions in a very different sense from those esta-\\nblished by the laws of Lycurgus. These systems, it\\nis true, are under the control of State authoritv, but", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0403.jp2"}, "402": {"fulltext": "376 THE PEOPLE IN RESPECT TO SCHOOLS.\\nthis authority is exercised with reference to the in-\\nterests of individuals and communities, as well as for\\nthat of the government. The people do not huild\\ntheir own school-houses, provide their own school-\\nfurniture or text-hooks, or appoint their own teachers\\nor pay them but the school-authorities commissioned\\nby the governments under which they act generally\\nshow much respect for their circumstances in life,\\ntheir peculiarities of opinion, and their religious be-\\nlief. Against the sternest despotism in Europe, the\\npeople vindicate their right to some show of liberty\\nin matters of education. In America there are no\\nState schools, properly speaking. Here the State\\nmerely makes regulations according to which the\\npeople establish and support schools.\\nThe question as to the right of the State in the\\nmatter of education will depend very much upon\\nthe theory of government which may be adopted.\\nIf rulers are God-appointed, if the doctrine of the\\nDivine right of kings can be substantiated, it\\nfollows that the will of the sovereign must be the\\nlaw of the land, and systems of education may be\\nestablished by the State as well as navies or armies.\\nBut if, on the other hand, the true theory of govern-\\nment is that which vests all power in the people,\\nmakes the people the State, then, in my judgment,\\nthe people can only delegate to officers chosen by\\nthem those powers which cannot be conveniently\\nexercised by themselves as individuals. To do other-\\nwise would be incompatible with the spirit of demo-\\ncratic institutions. As a Democracy, the French\\npeople had no right to elect Louis Napoleon Empe-\\nror; and, as a Democraey, no American State would", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0404.jp2"}, "403": {"fulltext": "THE AUTHORITIES OF THE SCHOOL. -377\\nhave a right to usurp power respecting education\\nwhich could be efficiently used in the hands of the\\npeople. The best policy in a Republic is for the\\ngovernment to encourage the people to do their own\\nwork as individuals and as communities. Its func-\\ntions are more to adjust and regulate. In accordance\\nwith this policy, our State governments have not\\nimitated the school systems of the Monarchies of\\nEurope. When the people want school laws, they\\nare made by representatives elected by their vote,\\nand they are subject to repeal at their will. Good\\ncare is taken to place the working power of their\\nsystems of education in the hands of officers chosen\\ndirectly by them, whose interests are identical with\\nthose whom they serve, and whose official acts are\\nopen to their criticism and subject to their revision.\\nEven the Prussian system of education, the best in\\nthe Old World, could not be adopted in this country\\nwithout sacrificing the principle which underlies our\\nwhole form of government. We might have better\\nschool-houses, better teachers, longer school-terms,\\nlarger appropriations to schools, if our State authori-\\nties provided them independent of the popular will;\\nbut such an exercise of power would in so many\\nother respects prove hurtful that it can never be\\ntolerated while we remain faithful to the principles\\nof Republicanism.\\nThe People s School. Every child that comes\\ninto the world has a right to an education.\\nUnder the most favorable circumstances, an edu-\\ncation might be received in a family; but to extend\\nthe benefits of a good education to all children in", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0405.jp2"}, "404": {"fulltext": "378 THE PEOPLE IN RESPECT TO SCHOOLS.\\nthis way, as society is now constituted, is simply\\nimpossible.\\nIn some respects the Church could perform the\\nwork of education better than any other agency\\nbut in this country denominational differences would\\nutterly defeat any attempt to organize a general\\nsystem of education embracing the whole people\\nsubject to its control. If each denomination should\\nundertake the work of educating the children of\\nthose who belong to it, the task would be found\\nvery difficult and expensive among scattered fa-\\nmilies and immense numbers of children whose\\nparents belong to no denomination would be left\\nuncared for. Besides, in a larger view, it is not\\ndesirable, either for the cause of Religion or Re-\\npublicanism, that sectarian prejudices should be\\nincreased and this would inevitably be the case if\\neach religious denomination should establish schools\\nfor the exclusive benefit of its own membership.\\nUnaided by other agencies, private means would\\nprobably, in the present condition of society in this\\ncountry, supply, in good measure, higher institu-\\ntions of learning, such as Colleges, Academies, and\\nSeminaries, and provide schools for young pupils in\\ntowns and thickly-settled rural districts; but no\\nsystem of charity could be instituted that would\\nfurnish the advantages of an education to the chil-\\ndren who live in sparsely-settled sections of coun-\\ntry, or to the poor who are found everywhere. It\\nmight be objected to Private Schools, also, that they\\nwould be so managed as to subserve more the inte-\\nrests of individuals or corporations than the larger\\ninterests of communities or states. The end of edu-", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0406.jp2"}, "405": {"fulltext": "THE AUTHORITIES OF THE SCHOOL. 379\\ncation cannot be answered in a nation without the\\nadoption of a broad, generous system of schools that\\nwill bless with its advantages all sections of the\\ncountry and all classes of men.\\nGreat as is the interest of the State in the edu-\\ncation of its citizens, insuperable objections exist\\nagainst investing it with plenary educational powers,\\nin a Kepublic. As public interests would be over-\\nlooked by private institutions of learning, so private\\nrights would be trampled upon by a system of State\\nSchools. Parents have too deep an interest in the\\nwelfare, especially the moral and religious welfare,\\nof their children, to allow the sacred trust of their\\neducation, for which God will hold them responsible,\\nto pass from their hands into those of State authori-\\nties, who are cold and distant, and who, looking only\\nat the results of their schemes upon masses of chil-\\ndren, are apt to be regardless of their effect upon\\nindividuals. An educational agency should com-\\nmence with individuals and go up to masses, for if it\\ncommence with masses it will scarcely get down to\\nindividuals. That cannot be considered a right sys-\\ntem of education which provides a great educational\\nmill into whose hopper all children are thrown, and,\\nwhen each has been subjected to the same grinding\\nprocess, hands them back again to society. At the\\nbest, State Schools can only educate the head their\\nmachinery is much too clumsy to reach the heart.\\nAvoiding most, if not all, the dangers and diffi-\\nculties of other classes of schools, the People s\\nSchool recommends itself as an agency best calcu-\\nlated to meet the wants of a free State. This kind\\nof school belongs exclusively to America, and is\\n34", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0407.jp2"}, "406": {"fulltext": "380 THE PEOPLE IN RESPECT TO SCHOOLS.\\none of the characteristics of the present age. Sys-\\ntems of schools belonging to this class, by a mis-\\nnomer sometimes called State Schools, are found,\\nsomewhat varied in their provisions, in nearly all\\nthe States of this Union. They furnish, when well\\nadministered, a good education to all, free both to\\nrich and poor; they encourage home instruction,\\nand resemble family schools in bringing together\\nthe children of neighboring families they protect\\nthe individual interests of parents by placing the\\npower of building school-houses, supplying school\\nfurniture and apparatus, fixing courses of study,\\nproviding text-books, appointing teachers, levying\\nschool-taxes, and expending school-moneys, in the\\nhands of officers chosen by them from among them-\\nselves they educate together the children of all\\ndenominations, but admit any amount and kind of\\nmoral and religious instruction that their patrons\\nmay agree to have imparted in them they satisfy\\nthe just demands of the State by providing means\\nfor the education of all its citizens, and allow its\\nauthorities just power enough to regulate the work\\nby general laws looking to the interests of all con-\\ncerned; they compel no child to attend the schools\\nestablished by them, parents being at liberty to\\npatronize any other kind of school or to educate\\ntheir children at home, but they tax all persons and\\nall property, because there is no other just way of\\nobtaining the necessary funds to educate all the\\nchildren in a community or a State, and a body of\\ncitizens has as much right to tax itself for this\\npurpose as for any other. Such are the principal\\nexcellencies which recommend the People s Schools,", "height": "3360", "width": "2084", "jp2-path": "schooleconomytre00wick_0408.jp2"}, "407": {"fulltext": "THE AUTHORITIES OE THE SCHOOL. 381\\nand which should attract to their support every\\nAmerican citizen. They are a most beautiful ex.\\npression of the spirit of free institutions and, when\\nwell understood, none will oppose them but those\\nwho are blindly selfish or who hate a democratic\\nform of government.\\nThe People s Schools should be cherished and\\nsupported by the people. ISTo philanthropy is better\\nthan that which carries the light of knowledge as\\na free gift to the poor, and no patriotism can be\\nhigher than that which provides a good education\\nfor a whole nation. If the educational results of\\nsuch schools bring disappointment, the responsibility\\nrests with the people. They provide the machinery,\\nand they must watch its working, must watch it\\neven if farm, and desk, and shop, and office, be\\nneglected for the dearest interest of a nation is the\\neducation of its children.\\nMost solemnly let me say that without a full and\\nfree education of all our youth, our democratic\\ninstitutions will prove a failure. A Monarchy or\\nan Aristocracy is possible anywhere, but a Republic\\ncan never be long maintained among an ignorant\\npeople. All the dangers which threaten our govern-\\nment centre in this one. A sovereign, a voter,\\nmust know how to rule, how to vote, or, otherwise,\\nselfish demagogues may govern by his means, and\\nthis is death to the Republic.\\nIf we need any stronger motive to induce us to\\nlend our aid to promote the cause of education, we\\nhave it in this God demands it of us. The talents\\nof our children are ours to care for, and we dare not\\nhide them in a napkin and bury them in the earth.", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0409.jp2"}, "408": {"fulltext": "", "height": "3365", "width": "2030", "jp2-path": "schooleconomytre00wick_0410.jp2"}, "409": {"fulltext": "", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0411.jp2"}, "410": {"fulltext": "", "height": "3365", "width": "2030", "jp2-path": "schooleconomytre00wick_0412.jp2"}, "411": {"fulltext": "", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0413.jp2"}, "412": {"fulltext": "", "height": "3365", "width": "2030", "jp2-path": "schooleconomytre00wick_0414.jp2"}, "413": {"fulltext": "", "height": "3393", "width": "1992", "jp2-path": "schooleconomytre00wick_0415.jp2"}, "414": {"fulltext": "", "height": "3468", "width": "2209", "jp2-path": "schooleconomytre00wick_0416.jp2"}}