THE MANAGEMENT 
 
 -OF— 
 
 Country Schools 
 
 — BY— 
 
 JOSES B. BATDORF, M.S. 
 
 Witb revision by the editor of ttie School Bulletin 
 
 SYEACUSE, N. Y. 
 
 €. W. BARDEEN, PUBLISHER 
 
 Copyright, 1903, by C. W. Bardeen 
 
 1 '53 )3> 5' 
 
 
THE LIBRARY OF 
 CONGRESS, 
 
 Two Copies Received 
 
 m 10 1903 
 
 Copyrigjit kntfy 
 
 :i-ASS ^XXfc No 
 
 COPY e. 
 
PREFACE 
 
 The object of the school is primarily in- 
 struction and intellectual training ; for econ- 
 omy, a greater or smaller number of indi- 
 viduals are collected to receive this instruc- 
 tion and training at the same time. To 
 prevent them from encroaching upon the 
 rights and privileges of their associates^ 
 government becomes necessary; and as no 
 government can be exercised without in- 
 fluencing the moral habits of its subjects^ 
 it becomes an object of school government 
 not only to secure the best conditions for 
 effectual work but to train pupils in habits 
 of morality. 
 
 The methods here presented have all been 
 tried and found good, yet no teacher may 
 be able to adopt any of them without mod- 
 ification. The teacher must think for him- 
 self. Circumstances are never quite alike, 
 and he who adopts anything without infus- 
 ing it with his own individuality, may ex- 
 
 (5) 
 
6 The Management of Country Schools 
 
 pect failure. While the author has had 
 immediately in mind the country school, 
 yet the subject is presented in such a way 
 as to be applicable to the village school as 
 well. 
 
 The pronoun in the first person has been 
 frequently used, where deductions are based 
 more particularly upon the author's own 
 experience. 
 
 The terms," board ", " trustees ", " com- 
 mittee ", and " controllers ", have been 
 used to designate the official local school 
 governing bodies, which are variously named 
 in different States, aud it is to be hoped 
 that no confusion will arise therefrom. 
 
 J. B. Batdorf. 
 
Chaptee I. 
 
 Chap. II. 
 Chap. III. 
 Chap. IV. 
 
 Chap. V. 
 
 Chap. VI. 
 Chap. VII. 
 
 Chap. VIII. 
 
 CONTENTS 
 
 Getting a school 9 
 
 1. The certificate 9 
 
 2. Applying for a school... 14 
 
 3. Selecting a boarding 
 
 place ..18 
 
 The first day at school 21 
 
 Temporary organization... 27 
 Permanent organization... 30 
 
 1. The programme 30 
 
 2. Opening and closing 
 
 exercises 33 
 
 3. Eecesses 35 
 
 4. Seating 37 
 
 5. Classification 39 
 
 6. The recitation 47 
 
 7. Signals and movements.. 53 
 The teacher and the pa- 
 rent 62 
 
 The teacher and society. ...71 
 Government 77 
 
 1. Means of government... 82 
 
 2. Observations 90 
 
 School records 96 
 
 \7) 
 
THE MANAGEMENT OF COUNTRY SCHOOLS 
 
 CHAPTEE I 
 
 THE CERTIFICATE 
 
 Ambition to teach, should be born of con- 
 viction of fitness for teaching. Conviction 
 is a prime essential in other things besides 
 religion. Let it in this case be a conviction 
 of aptness to teach, thorough preparation 
 for teaching, and an honorable purpose. 
 
 Before a candidate can seek a school, and 
 generally before a school will seek a candi- 
 date, an examination is necessary. 
 
 Examinations have been very much con- 
 demned. In spite of the war that has been 
 waged against them, teachers' examinations 
 survive, and there are comparatively few 
 teachers exempt from them. In many 
 states the examination is conducted by a 
 single individual, generally the county su- 
 perintendent. In other states one or more 
 persons, together with the county superin- 
 tendent, constitute a board of examiners. 
 
 (9) 
 
10 The Management of Country Schools 
 
 In New York and some other states the ex- 
 amination questions are prepared by the 
 state superintendent, and are uniform 
 throughout the state. 
 
 Certificates to teach are generally of differ- 
 ent grades; the length of time for which 
 they are good depending upon the extent 
 and thoroughness of the examination. In 
 many states which support normal schools, 
 the holders of diplomas from such institu- 
 tions are exempt from examination. 
 
 Examinations may not always be a fair 
 test of the applicant's knowledge; nor is 
 the result likely to be even an approximate 
 test of his teaching ability. The reason 
 for this is evident. Iso applicant knows 
 everything that is to be known on any one 
 subject, nor can any examiner ask all pos- 
 sible questions. ' From this it follows that 
 as far as an examination is to test knowl- 
 edge, the fairness of it will depend upon 
 the thoroughness and extent of the exami- 
 nation. 
 
 An examination, however, should test 
 more than knowledge, it should aim to test 
 the applicant's intellectual power and his 
 
The Certificate 11 
 
 ability to determine the relative value and 
 application of facts. Intelligent examin- 
 ers, therefore, ask two different kinds of 
 questions: (1) questions concerning facts, 
 the answers to which should give the fact 
 asked for and that only, and the statement 
 of it should be as brief as possible; (2) 
 questions concerning principles, which 
 should be answered as fully as possible. 
 
 The enemies of examinations claim that 
 the possession of knowledge and intellec- 
 tual power does not prove a fitness for teach- 
 ing. It may be assumed, however, that if 
 an individual possesses knowledge and in- 
 tellectual power, he knows how he obtained 
 these; and, therefore, it is likely that he 
 can assist others in securing them. 
 
 For the benefit of those who need to be 
 examined, I desire to make a few sugges- 
 tions. 
 
 1. Be of good courage. Herein examina- 
 tions result unfairly. Many of the most 
 deserving applicants, after leaving nothing 
 untried, when they submit, to an examina- 
 tion, the results of which are to determine 
 their fate not only for a year but for 
 
12 The Management of Country Schools 
 
 years, are so unnerved by the gloomy pros- 
 pect of a possible failure that they become 
 entirely incapable. To avoid this'lt is 
 sometimes well to take an examination at 
 different times and in different places, when 
 there is not so much at stake, and thus 
 gradually become accustomed to them. 
 Above all things, be at your best when you 
 enter an examination. Be sure chat you 
 have eaten well and slept well, and that no 
 unhealthy condition interferes with your 
 chances. 
 
 2. Be explicit in your answers. Let it be a 
 rule to give every question a fair examina- 
 tion before attempting to answer it. 
 
 3. Be neat in your work. Examiners are 
 but mortals and sometimes very weary mor- 
 tals at that. 1^0 task is harder than that of 
 looking over examination papers. It re- 
 quires the entire attention of the mind, and 
 yet there is nothing in the matter under 
 consideration to attract it. As a rule ex- 
 amination papers are poorly and carelessly 
 written, so that when an examiner is en- 
 gaged in going through a bundle of papers, 
 the careful and neat one is the exception, 
 
The Certificate 13 
 
 and in a fit of unconscious gratitude he 
 gives tlie applicant the benefit of all doubts, 
 which sometimes adds considerably to his 
 grade. As a rule, it pays to appear well, 
 on examination day. 
 
 4. Answer the easy questions first. In case 
 you can not answer problem 5 but can work 
 problem 8, take it and omit problem 5. 
 The examiner wants to know what you can 
 do, not what you can not do. It is always 
 better to answer the easy questions first and 
 then give your remaining time to the more 
 difficult ones. 
 
 5. Examine your work carefully after it 
 is finished, and allow no inexcusable blun- 
 ders to pass. Eemember, in judging your 
 work the examiner can consider only what 
 is on the paper before him. 
 
 If it is your ambition to secure a certifi- 
 cate with a minimum of knowledge, you 
 will be repaid by a careful study of the ex- 
 amination questions already given, which are 
 becoming such a popular feature with the 
 educational journals of the day, and which 
 may usually be had in book form. 
 
 If you can secure a dozen lists of ques- 
 
14 The Management of Country Schools 
 
 tions prepared by the examiner who is to 
 prepare the questions by which you are to 
 be tested, the probabilities are that you 
 know what is coming. I know of a mem- 
 ber of a state board of examiners who can 
 not think of history, without thinking of 
 the landing of the Pilgrims. It is the 
 first thing in his mind when he brings him- 
 self to bear upon history, and in conse- 
 quence it is a question that always appears 
 in some form or other. 
 
 APPLYIl^G FOR A SCHOOL 
 
 Great care should be exercised in the 
 selection of a school. No teacher can 
 afford to risk his professional reputation by 
 accepting a school of which he is ignorant. 
 
 If possible, you should get into the 
 school building and see whether it is well 
 adapted to school purposes. Notice in 
 particular its size and arrangement, means 
 of ventilating and heating, blackboard sur- 
 face, furniture, the grounds and surround- 
 ings; if the property is defaced there are 
 bad boys about; if the furniture is upside 
 down, the teacher, evidently, was careless; 
 if the building is dilapidated, the board 
 
Applying for a School 15 
 
 and patrons are indifferent; if the grounds 
 are small you may have trouble to hold your 
 pupils within bounds. All these things 
 should be taken into consideration. While 
 there is more honor in bringing a bad 
 school into good shape, there is always 
 more danger, and demand for more skilful 
 management. On the other hand, follow- 
 ing popular teachers is sometimes not alto- 
 gether safe. Of course, there are excep- 
 tions; if you get into an intelligent neigh- 
 borhood, people will be liberal; but when 
 people are narrow-minded, to do anything 
 different from a predecessor is professional 
 suicide. 
 
 .Having satisfied yourself that you have 
 fair chances for success, make application 
 for the school. Application should be made 
 in person, but a written application should 
 always be sent to the board as a whole. In 
 making application by letter, great care 
 should be used. The letter should be 
 neatly written, clear and correct in expres- 
 sion, and brief. The first impression made 
 upon individuals is generally lasting, and 
 he who is dependent upon such impressions 
 
16 The Management of Country Schools 
 
 can not afford to be careless. I give below 
 a form of a letter of application, but no 
 one should copy such letters from print, or 
 " letter writers ", lest the board refer you 
 to the unfavorable reply on the " next 
 page ". 
 
 CiNCiJ^i^ATi, Ohio 
 
 July 17, 1901 
 Mr. 
 
 Sec'y of School Board. 
 
 Dear Sir: — Having learned that there 
 is a vacancy in one of the schools of your 
 district [or town], I hereby beg leave to 
 offer myself as a candidate for the position. 
 
 I am twenty-five years of age, a graduate 
 
 of , have had seven years' experience 
 
 as a teacher, and am willing to give you any 
 references, both in regard to my personal 
 character and ability as a teacher. 
 
 Enclosed please find recommendations 
 from and . 
 
 I have the privilege of referring you to 
 and . 
 
 Should the board desire to see me person- 
 ally, 1 shall be pleased to meet any of the 
 
Applying for a School 17 
 
 members at such time and place as they 
 may designate. 
 
 Hoping this may meet your favorable 
 consideration, I am, 
 
 Yours respectfully, 
 
 J. B. Batdorf 
 
 The recommendations sent with letters of 
 application are generally only copies of the 
 originals, which the candidate holds, so 
 that in case of loss or failure to return the 
 copies he still has the originals. 
 
 When the applicant is well known the 
 candidate need not enclose recommenda- 
 tions, but he should, nevertheless, make 
 application in writing in a business-like 
 manner. 
 
 Let me emphasize that while a written 
 application is generally necessary as a mat- 
 ter of form, yet the aspirant should remem- 
 ber that a position worth having is seldom 
 obtained without a personal application. 
 Experience has taught me that but little 
 value is attached by school trustees to let- 
 ters of recommendation ; and busy men do 
 not have time to address inquiries to your 
 references and await their reply. If you 
 
18 The Management of Country Schools 
 
 can get a few friends who are known to the 
 authorities to speak or write to them directly 
 in your favor, it will be better for your 
 cause. 
 
 Of course, in making a personal applica- 
 tion a candidate should appear at his best. 
 It will not do to go overdressed into a mod- 
 est country district, nor into a stjdish com- 
 munity with slovenly gait and soiled linen. 
 In stating your qualifications be modest, 
 yet confident. Do not talk too much, but 
 be prepared to answer all questions that 
 may be asked. Eecommendations should 
 be presented to be read; if the person you 
 are talking to has but little time, be sure 
 to present the most important papers first. 
 Sometimes it is advisable to see some of the 
 influential citizens in addition to the mem- 
 bers of the board. 
 
 SELECTIN"G A BOARDING PLACE 
 
 In country districts and in villages, it is 
 generally the teacher's first duty to select a 
 suitable boarding place. All other things 
 being equal, it is best to board with people 
 having no children, and always the fewer 
 the better. In selecting your boarding 
 
Selecting a Boarding Place 19 
 
 place, exercise as much care as yoii would 
 in choosing a school. Find out from those 
 in charge of your school all you can with 
 reference to the different places from which 
 a selection is to be made. An injudicious 
 selection may cause you an entire term of 
 misery. The treatment you receive will 
 have much to do with your disposition 
 towards your pupils. The regularity and 
 quality of your meals will affect your 
 health. The influence and character of 
 the people with whom you are boarding 
 will contribute to your success or interfere 
 with it. Convenience to the school should 
 also be considered, especially by women 
 teachers. Having once secured a place, it 
 is best to remain throughout the term. 
 Changes produce inquiry and comment. 
 
 It might be added, that as a rule a teach- 
 er should refrain from anything which, al- 
 though entirely proper, is likely to attract 
 the unfavorable attention of the commun- 
 ity. Some teachers unwisely affect an in- 
 difference to public opinion. A teacher is 
 a public character; and although it is true 
 that only while he serves in a public capac- 
 
20 The Management of Country Schools 
 
 ity are his acts public property, yet it is 
 true that his patrons' estimation of him is 
 the sum of all the impressions of his actions^ 
 whether in school or out; and, therefore, a 
 teacher will do well to order wisely his ways, 
 inasmuch as his success is dependent upon 
 the estimation in which he is held by his = 
 patrons. Whether he should play cards or 
 attend dancing parties may depend not up- 
 on the absolute right or wrong of it but up- 
 on how it is regarded in the community. 
 He might better forego an amusement that 
 he considers altogether harmless* than have- 
 it detract from his influence. 
 
CHAPTER II 
 
 MAKING A BEGINKIKG — THE FIRST DAY AT 
 SCHOOL 
 
 rt is well for the teacher to go into the 
 district in which he expects to teach a few 
 days before school opens, to learn about the 
 former workings of the school. This 
 knowledge may be. obtained from the trus- 
 tees or from some of the most intelligent 
 people. The school building and grounds 
 should also be looked after, and every thing 
 be put into good shape. 
 
 On the first morning of school the teach- 
 er should not fail to be early. It is of 
 course well to be early every morning, but 
 on the first day it is imperative. 
 
 The house and furniture, as far as possi- 
 ble, should be carefully arranged. It will 
 not be long before the earliest ones appear. 
 A pleasant face and cheerful greeting will 
 do much to win the good will of the pupils. 
 
 (21) 
 
22 The Management of Country Schools 
 
 The first day of school is the most impor- 
 tant of the term. Impressions made upon 
 this day will last, and their hidden influ- 
 ences will continue often through life. 
 Look well to your actions. Leave nothing 
 undone which can in any way insure your 
 success. All is enthusiasm and suspense. 
 At no time during the entire term is the 
 child so ready to receive impressions. This 
 day's work, if no other, will be fully re- 
 ported at home. Every strange act and 
 word will at the end of the day be faithfully 
 reported. The teacher is making impres- 
 sions, not on the child alone, but upon the 
 community. 
 
 Be cautious, but not slow. Compel every 
 child to feel this day that you are workiug 
 for his good. Xow is the time to study 
 character, to gain the confidence of your 
 pupils, to lay the foundations for good 
 work. If you have not completed the ar- 
 rangement of the furniture and apparatus, 
 it is well to ask the assistance and advice of 
 some of the larger pupils. Have no extra 
 work, but be ready to spend the time be- 
 fore school in a social chat. Unnecessary 
 
Making a Beginning 23 
 
 noise and disturbance should be controlled 
 by the teacher's eye. The voice should be 
 used as little as is consistent with good 
 order. The teacher should try to get near 
 the mischievous boys or girls, and have a 
 pleasant talk with them, not about behavior 
 but about something interesting. After 
 that they will be ashamed to be bad, be- 
 cause they know the teacher is their friend. 
 
 The hour for calling school having ar- 
 rived, ring the bell. Unnecessary ringing 
 of the bell or talking will be out of place, 
 and produce carelessness. Keep your eye 
 over the entire school until quiet is secure, 
 and then proceed with your work. Ad- 
 dress your pupils in a pleasant manner and 
 give them all the. encouragement you can. 
 A short talk of three to five minutes will 
 be all that is necessary. Do not say, " You 
 will get along nicely; " but say, " We will 
 get along nicely; " pupils will feel them- 
 selves more on a level with you and amply 
 repay you for treating them as your equals. 
 It is a good plan to sing a favorite song or 
 hymn. 
 
 After opening "exercises proceed to get 
 
24 The Management of Country Schools 
 
 acquainted with each personally. I have 
 always found it profitable to spend a minute 
 or so in ascertaining each individual's class 
 attainments, getting his name, and assign- 
 ing preliminary test lessons. I proceed to 
 get the first pupil's name, find out what he 
 has studied, how far he has gone, and who 
 else was in his class. I can then assign les- 
 sons for the entire class. In this way I pro- 
 ceed until I have arranged lessons for all 
 the grades, and then finish my daily roll for 
 the school by going to each individual and 
 passing an encouraging word. Authors of 
 text-books advise the assigning of lessons 
 as the first thing to be done, in order to 
 keep pupils out of mischief. It is a good 
 plan when pupils can not keep quiet for a 
 few minutes; but I have never met the 
 school in which the curiosity of the pupils 
 was not great enough to hold them in check 
 for half an hour, and have always found 
 myself amply repaid for speaking to each 
 individual pupil before giving out lessons. 
 
 In assigning lessons, let the scholars know 
 when you expect them to recite. Make the 
 lessons short. When the lesson has been re- 
 
Making a Beginnmy 25 
 
 cited, find out what pupils may know be- 
 yond the lesson; in this way you can assign 
 your next lesson more definitely. 
 
 If you have beginners, let the beginning 
 class be the first to be called after lessons 
 are assigned to other pupils. Be sure that 
 you make each lesson interesting. Be 
 prompt in calling and dismissing school; 
 your neighbors are watching you. See that 
 no one is neglected. 
 
 In governing use your eyes as much, your 
 voice as little as possible, and severer meth- 
 ods still less. If you are obliged to speak, 
 ask the mischievous pupils privately, " You 
 don't want to be bad, do you ? " in a kind 
 manner, and you need not say more. After 
 the day's work is done, a few encouraging 
 words will do much good. 
 
 If regulations or other measures become 
 necessary, ask your pupils — " Can we do 
 this ? " For example, if the hour for 
 opening school has not been fixed, ask your 
 pupils — " Can we all be here promptly at 
 nine o'clock in the morning ? " " How 
 many can ? " " Well, if all agree, we will 
 open school at nine o'clock." 
 
26 The Management of Country Schools 
 
 If pupils can in this way be led by the 
 teacher to make their own rules, and make 
 such as he desires to have, they will be more 
 likely to obey them. If possible, follow 
 your predecessor's classification. The fewer 
 changes the better it will be. All rules 
 and regulations which can, should be per- 
 manently adopted the first day. It is a safe 
 rule to have few rules. 
 
CHAPTER III 
 
 TEMPORARY ORGANIZATIOK 
 
 No school taught by a new teacher can be 
 brought under permanent organization at 
 once. When the old teacher returns there 
 is no necessity for a temporary organiza- 
 tion. By temporary organization is meant 
 that form of organization which is necessi- 
 tated by the present interests of the school, 
 but which may be modified by future cir- 
 cumstances. The first day's work properly 
 belongs to temporary organization, but, be- 
 cause of its importance, it has been treated 
 separately. 
 
 Before entering upon his work, the teacher 
 should have well-laid plans. The classifi- 
 cation of pupils must, if possible, remain 
 as it was the preceding term. No teacher 
 can afford to arouse antagonism in the be- 
 ginning of the term. Changes may have 
 to be made, but only after the fullest con- 
 
 (27) 
 
•28 The Management of Country Schools 
 
 sideration, and then only after bavins' 
 •explained to all pupils concerned the neces- 
 :sity for the change. After each day's work 
 the teacher should carefully consider every 
 arrangement, and then next day introduce 
 such changes as circumstances may require. 
 Radical changes must be made only after 
 the fullest conviction that the old arrange- 
 ment was harmful. Signals for calling and 
 dismissing classes can be arranged the first 
 day, but they will be treated in a following 
 chapter. The classification and order of 
 €x;ercises may be changed, but signals should 
 be permanently adopted. 
 
 Orderly and exact movement should be 
 insisted upon the first day. Xo pupil 
 should be allowed through carelessness 
 either to disturb or to delay the work of 
 the school. Where the time is not pre- 
 scribed by law, the hours for opening and 
 closing school should be fixed so as to ac- 
 commodate the largest number of pupils. 
 
 The time for recesses should also be de- 
 termined. If the school is small, recesses 
 may be a little longer than when the school 
 is large. Pupils, however, expect their full 
 
Permanent Organization 29 
 
 time for play, and parents expect you to 
 teach a full day. The views of the neigh- 
 borhood are important factors in arrange- 
 ment of school affairs, and should always 
 be considered. 
 
 The seating of pupils must also be tem- 
 porary. Formerly pupils were allowed to 
 occupy almost any seat in the room, and 
 could therefore choose any seat they liked. 
 Since the introduction of patent furniture, 
 with seats and desks adapted to the size of 
 the pupil, such arrangement can not be al- 
 lowed. 1 have found it a good plan to allow 
 a pupil to make a selection, and if he 
 failed to make a proper choice suggest an- 
 other seat. 
 
CHAPTER IV 
 
 PEKMANEKT OKGAI^IZATIOI^ 
 
 As soon as possible, the organization of 
 the school should be made permanent; that 
 is, the working programme of school should 
 not be subject to daily change. A careful 
 observation of the workings under the tem- 
 porary organization will enable the teacher 
 to adjust the affairs in a satisfactory manner. 
 
 THE PROGRAMME 
 
 A good programme is one of the essen- 
 tials to successful school work. It is highly 
 important that the time be properly appor- 
 tioned among the different classes, and that 
 classes recite at the most appropriate time. 
 The following are some of the advantages 
 gained by following a good programme. 
 
 1. Time is economized. All the classes 
 are provided for, and encroachments are 
 prevented. 
 
 2. The pupils form systematic habits, be- 
 
 (30) 
 
The Programme 31 
 
 cause every pupil knows just what to do at 
 every hour. 
 
 3. Effectual work is produced. Every 
 class being limited to a certain amount of 
 time, both teacher and pupils are compelled 
 to adhere closely to the subject under con- 
 sideration. Every class receiving its proper 
 amount of time, no one study is neglected 
 because of a hobby which the teacher may 
 make of one or more studies. 
 
 4. Good order is promoted. Every class 
 reciting at a definite hour, with a limited 
 amount of time, there is none of the con- 
 fusion and unnecessary disturbances arising 
 from irregularity. 
 
 The following principles will serve an 
 important purpose in arranging a pro- 
 gramme : 
 
 1. The hardest work should be done in 
 the forenoon, when the mind is refreshed. 
 
 2. The length of time for the preparation 
 and recitation of a study should be propor- 
 tioned to the importance of the study. 
 
 3. Thought studies should have more time 
 than memory studies. 
 
m-m 
 
 32 The Management of Country Schools 
 
 4. Written recitations should have longer 
 time than oral. • 
 
 5. Advanced pupils should have more 
 time than primary. 
 
 6. Two recitations in the same grade 
 should not follow each other in consecutive 
 order. 
 
 7. General business should be allowed a 
 certain period of time. 
 
 8. If only one recess is granted each half 
 day, the time before recess should be longer 
 than the time following it. 
 
 9. Recitations should not consume all of 
 the time during a day, but every teacher 
 should be allowed some time for directing 
 and assisting pupils in their studies. By 
 what is called " the Batavia plan ", half 
 the teacher's time is given to this, and in all 
 schools much time may be thus employed 
 with profit. 
 
 10. The programme must make provision 
 for all school work. 
 
 It is impossible to give a programme for 
 a mixed school. No one but the teacher 
 can make it. The arrangement of the classes 
 and hours for study will depend upon the 
 
Opening Exercises 33 
 
 methods of teaching, the size of the classes, 
 and the number of grades. Inexperienced 
 teachers would do well to submit their per- 
 manent programmes to older heads for criti- 
 cism before tinal adoption. 
 
 OPE^-IKG EXERCISES 
 
 In districts having bells on the school 
 buildings, the first or general signal bell 
 should be rung at least half an hour before 
 the time for opening school, and sufficiently 
 long to be heard throughout the district. 
 It must always be rung at the same hour; 
 no other signal is so closely watched by the 
 whole district. 
 
 The bell for calling school should be rung 
 only for a short time; a half dozen taps will 
 be sufficient. Long ringing will produce 
 carelessness on the part of the pupils. 
 Promptness in obeying signals must be en- 
 forced; no pupil should be allowed to come 
 in five minutes after the signal. Two to 
 three minutes is all that is necessary for a 
 school of fifty pupils to become quietly 
 seated. 
 
 No loud talking or other unnecessary noise 
 should be allowed after the bell has been 
 
34 The Management of Country Schools 
 
 rung. After the pupils become quietly 
 seated, the teacher or the teacher and pu- 
 pils may read an appropriate passage of the 
 Scriptures, and repeat the Lord's prayer 
 where this is the custom ; and where it is not 
 permitted may substitute some talk or story 
 that has to do with patriotism and other moral 
 duties, followed by singing. 
 
 There are different methods of calling 
 the roll. The teacher may call the individ- 
 ual name of each pupil, or he may assign 
 numbers to the pupils, and then repeat 
 these or let the pupils repeat their respec- 
 tive numbers in order, the teacher marking 
 the absent ones. This last method is the 
 most expeditious. 
 
 CLOSIl^G EXEECISES 
 
 When the work of the day is completed, 
 the teacher should occasionally encourage 
 his pupils by a few cheerful words, after 
 which the entire school should join in a 
 cheerful song. Nothing can be more ap- 
 propriate after the day's work than a cheer- 
 ful song to lift the burdens of both teacher 
 and pupils, and send all on their way re- 
 joicing, but at no time is it more needful 
 
Recesses 35 
 
 than when the work has not been moving 
 altogether smoothly. It is always a mis- 
 take to allow any pupils to leave school with 
 unpleasant feelings. It is dangerous to the 
 teacher, and detrimental to the success of 
 the pupil. Let every teacher see that his 
 pupils leave in a pleasant mood, not happy 
 because they are going home, but happy be- 
 cause of a day well spent. It is well to have 
 monitors to bring in the wraps, etc. When 
 all are ready, the entire school should be 
 dismissed by the bell, unbroken lines pass- 
 ing through the door and school yard to the 
 gate. 
 
 KECESSES 
 
 The number and length of intermissions 
 should depend upon the age and health of 
 pupils. Young pupils should not be re- 
 quired to remain on their seats for more 
 than an hour at a time. In sessions of 
 three hours each, young pupils should not 
 have less than two recesses. Where the 
 views of the neighborhood do not interfere, 
 two recesses of ten minutes, each half day, 
 will not be too much for a mixed country 
 
30 The Management of Country Schools 
 
 school. When only one recess is given, it 
 should be at least fifteen minntes long. 
 
 The teacher should supervise the pupils 
 somewhat during recess. The teacher of a 
 mixed school may compel all pupils to 
 march out at recess, and, with the exception 
 of the indisposed, and except on very cold 
 days, to remain ont during recess. After 
 the pupils are out all the windows should 
 be opened for a few minutes, and before 
 the pupils return, the atmosphere of the 
 room should be heated somewhat above the 
 normal temperature, so that the children, 
 overheated from play, may not be chilled. 
 
 Time spent in watching the pupils while 
 on the playground will be profitably used. 
 Here more than at any other place he has 
 an opportunity to study character. A little 
 judicious watching will do mnch to prevent 
 unpleasantness. Rough sports and im- 
 proprieties must be checked in the starts 
 The child is imitative, and nothing worth- 
 less or bad should be allowed to come to its- 
 notice. While the teacher must be watch- 
 ful, he must not be meddlesome. His 
 presence should delight and encourage 
 
Seating - 37 
 
 rather than repress. In a well regulated 
 school he can, with propriety and benefit, 
 engage in a game now and then, whenever 
 he can do so with fair credit to himself. 
 The pupils and teacher will be the better 
 for it, but at no time should he be so free 
 as to lower himself in the estimation of the 
 children. He must be their equal on the 
 playground, but at the same time not for- 
 get that he is the teacher, the example to 
 be followed. 
 
 ISTothing is more important than to allow 
 full time for recess. Xever let a recitation 
 run over into time that the children think be- 
 longs to them. Be punctual with them, as 
 you expect them to be punctual with you. 
 
 Order in the school -room is very much 
 affected by the seating of pupils. In un- 
 graded schools it is generally the best plan 
 to have the girls on one side and the boys 
 on the other. Sometimes it may be advan- 
 tageous to have them seated promiscously. 
 Two pupils of like bad habits should not be 
 seated together. If two girls who are great 
 talkers are seated together, you may expect 
 
38 The Management of Country Schools 
 
 whispering. Pupils having a dislike for 
 each other should not be compelled to sit 
 together. Two intimate friends should not 
 be close together. Two pupils of the same 
 class, if seated together, will be likely to 
 become dependent upon each other. 
 
 My experience in graded schools has con- 
 vinced me that promiscuous seating has many 
 advantages. Even in ungraded schools 
 I have found that a mischievous boy seated 
 by himself on the girls side would not be 
 troublesome. If a boy was troublesome 
 I would tell him of his good qualites, 
 and then of the temptations he was 
 subject to in his present seat, and the 
 occasional trouble he would get into; and 
 then ask him whether he would not like to 
 change seats to a place not exposed to so 
 many temptations. I have never had a case 
 in which the pupil would neither reform 
 nor change seats. 
 
 Boys and girls who are apt to be trouble- 
 some, should be placed on the front seats, 
 if the seating allows of such arrangements. 
 After pupils have been seated in a satisfac- 
 tory manner, no change should be allowed, 
 
Classification 39 
 
 except for good reasons. If pupils refuse 
 to occupy the seats which the teacher feels 
 conyinced they should occupy, a little 
 praise for small children, and a good reason 
 for larger pupils will bring about the desired 
 result. 
 
 CLASSIFICATION 
 
 There are two systems of classfication, 
 loose and close. A loose classification ac- 
 commodates itself to the various capacities 
 and attainments of each individual pupil. 
 A close classification compels a pupil to re- 
 cite in all studies in the same grade — or, in 
 other words, compels the pupil to accom- 
 modate himself to the grade. 
 
 In graded schools a close classification 
 must usually be followed, while in ungraded 
 schools a loose classification is of the great- 
 est value. While a close classification puts 
 the school into more systematic shape, it 
 must be admitted that it often results in 
 great injustice to pupils. When the especial 
 tastes of pupils, and the especial desires of 
 parents, and the combined efforts of both 
 are made in a particular direction, it is 
 doubtful whether it is proper for the school 
 
40 The Management of Country Schools 
 
 to antagonize them. The school is for the 
 child, and not the child for the school. 
 
 On the other hand, the office of the pub- 
 lic schools is a general one. Specialties 
 can not be followed, yet when a pupil shows 
 a special aptitude for a particular kind of 
 work, the school should to some extent al- 
 low nature to take her course. The world 
 recognizes individual effort, and if they 
 are to be public free schools in the fullest 
 sense of the word, the public schools should 
 do the same. If a pupil has but a few 
 months for school purposes, and for that 
 reason can devote but very little time to 
 each study, he might better devote all his 
 time to those particular studies which will 
 be of most practical importance to him. 
 Higher institutions are everywhere recogniz- 
 ing this principle, and the public schools 
 should follow their lead. 
 
 ADVANTAGES OF CLASSIPICATIOX 
 
 Among the advantages of a good classifi- 
 cation are the following: 
 
 1. It economizes time. The more recita- 
 tions a teacher has, the shorter they must 
 be. If each pupil by himself forms a class. 
 
Advantages of Classification 41 
 
 the teacher can devote but very few minutes 
 to each class, whie if there are nine or ten 
 pupils in a class, the time may be nine or 
 ten times as great. The recitation of a 
 topic by one pupil or more than one will 
 take about the same time, which leaves the 
 time gained for explanations. The same 
 explanations can be made as effectual to 
 each of ten as to one individual, while the 
 time of calling and dismissing the extra 
 classes will be gained entirely. 
 
 2. It makes the work more effective. 
 The more time a teacher has, the more 
 thorough he can make his explanations, 
 and the more time he can allow each pupil 
 for practical work. Where skill is to be 
 attained practice forms the most important 
 part, and no practice can take place with- 
 out time. It also gives the teacher a chance 
 for special preparation on each topic, and 
 thus enables him to do better work. It also 
 arouses the enthusiasm of teacher and pu- 
 pil, and stimulates pupils to greater exer- 
 tion, both in class and in study. This is 
 specially so in studies which allow of dis- 
 cussion, and require careful analysis and in- 
 
42 The Management of Country Schools 
 
 vestigation. The pupil who has an oppor- 
 tunity to tell his discoveries or bring forth 
 a point not seen by his fellow pupils, will, 
 for a time, feel himself the superior of his 
 fellows, and well he may; at the same time 
 his classmates will be urged on to greater 
 effort. 
 
 3. It enables the teacher to judge of the 
 daily progress of his pupils. While such 
 estimate can not be absolute, yet it may 
 be usefully comparative. Estimates are 
 based on comparison, and the more objects 
 to compare, the more nearly correct the 
 estimate. Where daily notes are taken, the 
 class must be the only means of securing 
 a true report. 
 
 4. It tends to system and systematic 
 work. The time and thoroughness gained 
 by classification allow time for systematic 
 arrangement. When the number of recita- 
 tions becomes too great, the work neces- 
 sarily becomes mixed and confused. 
 
 BASIS OF CLASSIEICA.TIOK 
 
 What shall be the basis for classification ? 
 Take attainments for the true basis. No 
 
Basis of Classification 43 
 
 qualified pupil should be kept back until 
 he grows larger physically ; he may lose all 
 interest in study before size will warrant 
 his promotion. My observation has led me 
 to believe that there is a period of bright- 
 ness in every child's life, and unless prog- 
 ress is made then, future efforts will be 
 largely lost. If a loose classification is fol- 
 lowed, the pupil may be advanced according 
 to his progress in each separate study, but 
 if a close classification is followed, the pu- 
 pil's average ability in all his studies must 
 be taken. If a pupil is classed too high, 
 he will become discouraged; if too low, 
 indolent. 
 
 Sometimes sickness retards a pupil for 
 the time being. In such case, where the 
 difference is not too great, a pupil should 
 be allowed to go on with his class. If a 
 class is, with one exception, properly quali- 
 fied for promotion, it is generally better to 
 allow that one pupil to go on with the class 
 than make a new class for his special benefits 
 
 Time and the number of studies also en- 
 ter into the classification of pupils. In a 
 large ungraded school, the teacher must 
 
44 The Management of Country Schools 
 
 have the smallest number of classes possible, 
 and the classification can not therefore be 
 very exact. If the number of studies is 
 large, the same result will follow. 
 
 The teacher must aim at the minimum 
 number of classes and grades consistent 
 with the best interests of the school. When 
 only one or two pupils pursue higher studies 
 it is sometimes to the advantage of all con- 
 cerned to make arrangements for the reci- 
 tation of such classes after school. Size of 
 classes is another consideration in classify- 
 ing. No class should be so large as not to 
 allow every pupil to recite, nor so small as 
 to distribute the time of school unequally. 
 
 KEGULAE ATTENDANCE 
 
 The chief obstacles in the way of classi- 
 fication are: irregular attendance, diversity 
 of text-books, and want of text-books. 
 There is hardly anything more harmful to a 
 progressive school than irregularity of at- 
 tendance. Sometimes the teacher is to 
 blame, sometimes the parent, and frequently 
 the pupil. In cases of irregularity the 
 teacher should carefully examine his meth- 
 ods and relations towards those particular 
 
Regular Attendance 45 
 
 pupils. If he finds he is in the wrong, he 
 should correct his faults. He should al- 
 ways inquire after the absent ones, and 
 manifest a concern in their welfare in all 
 respects. Children want sympathy. A 
 word of inquiry, of encouragement, or a 
 sympathizing word in time of trouble, will 
 do wonders in uniting the hearts of teacher 
 and pupil. In order to do the best work 
 the school must be a unit. 
 
 If the pupil stays out of school of his 
 own accord, there is something out of 
 school more attractive than inside. The 
 proper thing to do is to make school inter- 
 esting to the child. Sometimes a talk with 
 the pupil, showing the evil effects of irreg- 
 ular attendance and the advantages of a 
 good education, will have a beneficial efiect. 
 Interesting experiments in physics and 
 chemistry may lead the pupil to attend for 
 curiosity's sake. 
 
 If talking to the pupil and other reason- 
 able means will not bring about a good at- 
 tendance, the proper thing to do is to pre- 
 sent the matter to the parent. If irregu- 
 larity is caused by the parents, the proper 
 
46 The Management of Country Schools 
 
 thing to do is to see the parents, and con- 
 vince them of the evil effects of such at- 
 tendance, and the superior advantages of 
 regularity. If the teacher approaches the 
 parent in a proper manner, and presents 
 the matter clearly, the effect is generally 
 good; if not, nothing can be done except 
 with the assistance of the authorities. 
 
 In states where a compulsory law is in 
 force, the difficulty of irregular attendance 
 is minimized, and it may be hoped that it 
 will disappear. 
 
 DIVEKSITY OF TEXT-BOOKS 
 
 is another impediment in the way- of good 
 classification. Of late this evil has lessened, 
 the adoption of uniform systems of text- 
 books throughout an entire district having 
 made teaching pleasanter and more effect- 
 ual. When there are different series of 
 text -books on the same subject in use, the 
 best thing a teacher can do is to assign les- 
 sons by topics. 
 
 Want of text-books can be overcome 
 only by securing the books in some way. 
 Sometimes the parents will buy the books, 
 if properly spoken to; sometimes the laws 
 
The Recitation 47 
 
 of the state allow the board to purchase the 
 books for needy pupils. The tendency is 
 even for the school to furnish all the books 
 free. But some times the only remedy for 
 the difficulty is for the teacher himself to 
 buy books for some of the pupils, and this 
 may prove a good investment. 
 
 THE KECITATIOJf 
 
 is undoubtedly the most important work of 
 school, but since it has more to do with 
 methods of teaching than management, 1 
 shall give only a few practical hints. 
 
 Attention has already been called to the 
 necessity for a careful distribution of time 
 among the various classes. Small children 
 need short recitations. Thought studies 
 require longer time than memory studies; 
 large classes more time than small classes ; 
 and studies in which pupils are generally 
 deficient more time than those in which 
 they are proficient. Written recitations 
 require more time than oral. Certain sub- 
 jects in every text-book are more important 
 than others, and should therefore have more 
 time. 
 
 Recitations should take place daily rather 
 
48 The Management of Country Schools 
 
 than alternately. Small pupils should re- 
 cite frequently, and only so long as the at- 
 tention can be held. Older pupils should 
 recite only once a day in each study, but 
 each recitation should be long enough to 
 exhaust the subject- under consideration. 
 
 LARGE CLASSES 
 
 With large classes the teacher must use 
 many devices. It is hardly possible that 
 the teacher can give each pupil a chance 
 for oral recitation in each study, in a large 
 school. Large classes, manipulated in the 
 right way, give life and enthusiasm to a 
 school that small classes are lacking in, but 
 if not properly conducted, each individual 
 member will be a loser in proportion to the 
 size of the class. 
 
 Large classes may be divided into sections, 
 and one part do one thing while another 
 does something else. Suppose a large his- 
 tory cla'ss is called up to recite. Part of 
 the class may recite by topic, another may 
 write a topical outline, a third part may 
 write a chronological outline, while a fourth 
 part may draw a map of the region under 
 consideration. Thus the class is thrown 
 
Culture of the Mind 49 
 
 into four sections, and every pupil gets the 
 advantage of the recitation. 
 
 THE OBJECTS OF THE EECITATION 
 
 are many but all may be classed under two, 
 namely: discipline and knowledge. Under 
 discipline will be discussed culture of the 
 mind and culture of expression. 
 
 CULTURE OF THE MIND 
 
 The most important is culture of the 
 mind. Man is a creature of habit, and im- 
 pressions are made the more lasting the 
 more frequently the objects or thoughts oc- 
 casioning them are brought forth. The re- 
 citing of a certain subject before a class 
 impresses it with renewed force upon the 
 memory — exercises the memory in recalling, 
 and the thinking power in rapid thought. 
 In many cases the reciting of a topic is as 
 beneficial as the studying. It arouses the 
 enthusiasm of the child, and stirs him on 
 to greater exertions. If a pupil knows that 
 he will not be called on to recite, he will 
 become careless, while if he knows that he 
 will be expected to recite, a sense of per- 
 
50 The Management of Country Schools 
 
 sonal pride will not allow him to neglect his 
 preparation. 
 
 The recitation cultivates power of atten- 
 tion in that a subject must be fixed in the 
 mind, and the mind must be centered upon 
 that subject in order to recite well. Besides, 
 the oral expression of each child arouses 
 some interest in the minds of his fellow pu- 
 pils, and they are unconsciously drawn to 
 the subject under consideration. The ex- 
 planations by the teacher will have the same 
 effect, and the correction of errors will 
 awaken the power of careful critical analysis. 
 
 CULTURE OF EXPEESSIOls^ 
 
 The practice of getting up before a class 
 and reciting gives the pupil courage to ex- 
 press himself when called upon in life. 
 This ability to speak intelligently and fear- 
 lessly in public, " to think upon one's feet," 
 is of great value. 
 
 Culture of expression should include oral 
 and written. " Writing makes an exact 
 man," while talking makes him ready. A 
 clear, forcible style is a thing to be desired. 
 Written expression, while it lacks interest 
 and value to the rest of the class, is an ex- 
 
Culture of Expression 51 
 
 cellent discii:)line for the writer. The 
 thought as expressed is clearly before the 
 eye of the writer, and inaccuracies in word 
 or language appear more distinctly than 
 when spoken. Besides, the exercise in spell- 
 ing is entirely lost in oral recitation. Oral 
 recitation trains the ear, the voice and the 
 mind. 
 
 Oral recitation trains the ear of the re- 
 citer and hearers in detecting inaccuracies 
 of speech, and in perceiving the easy and 
 agreeable flow of correct vocal utterance. 
 The culture of an agreeable voice under the 
 careful teacher, becomes a lasting benefit 
 to the pupil and all who come in contact 
 with him through life. How few are the 
 cultured and agreeable voices, and how 
 many are the harsh and unpleasant sounds 
 we hear in a day ! In the same way oral 
 recitation develops graceful bearing and 
 movement. . 
 
 Few, indeed, are the accomplished orators 
 of to-day, yet oratory is a magnificent gift,' 
 and the recitation may do much to culti- 
 vate it. 
 
52 The Management of Country Schools 
 
 THE ACQUIREMEKT OF KNOWLEDGE 
 
 The second object of the recitation is 
 knowledge, both that acquired by the pupil 
 himself, or positive knowledge, and that de- 
 rived from others. 
 
 It frequently happens that the hardest 
 problem is solved in class. The pupil may 
 have labored hard while studying but have 
 been unable to get it ; now, the extra stimul- 
 ation of teacher and pupil has aroused a new 
 thought, and the child succeeds; or, having 
 discovered the errors of his classmates by a 
 new effort on his part he becomes victrious. 
 
 Such victories are well worth the labor. 
 Such knowledge remains, and such success 
 makes the pupil conscious of his powers, 
 and jDrepares him for greater and worthier 
 things. 
 
 The second kind of knowledge is gained 
 by attention. It may be derived from the 
 recitations of other pupils, or from the 
 teacher's explanations. The teacher should 
 be prepared to give, not only what is con- 
 tained in the book but much that he has 
 gleaned from other sources. In this way 
 
Signals and Movements 
 
 DO 
 
 the recitation becomes full of interest and 
 benefit to the child. 
 
 The different methods of recitation are 
 classed as: 
 
 1. The Socratic method, or that by which 
 the pupil is led, by questioning, to find out 
 for himself. 
 
 2. The topical method, or that of assign- 
 ing topics to the different pupils for dis- 
 cussion. 
 
 3. The question and answer method. 
 
 4. The lecture method, or the method 
 generally pursued at higher institutions of 
 learning, where the teacher lectures to the 
 classes, and the student take notes. 
 
 5. The argumentative method of discus- 
 sions conducted by the pupils. This, if 
 properly conducted, arouses a good deal of 
 interest and research. 
 
 6. The conversation method, as in the 
 case of quite young pupils, too young to 
 gain anything from books. 
 
 SIGNALS AKD MOVEMENTS 
 
 System in signals and movements will 
 do much to make school a success. Much 
 
54 The Management of Country Schools 
 
 time is wasted by unnecessary movements 
 and signals. There should be no signals 
 but those necessitated by school work. 
 Under no circumstances should rapid ring- 
 ing of the bell be used to check a disorderly 
 pupil. The teacher has no right to call 
 the attention of the entire school from its 
 work, in order to recall one mischievous 
 boy to order, ^or should the teacher use 
 unnecessary tapping of the bell in order to 
 drown the noise of the school in movement. 
 Signals should be the fewest in number con- 
 sistent with the work of the school. Arbi- 
 trary signals are noisy and a source of con- 
 fusion. 
 
 Each signal should be definite. If given 
 by the voice it should be firm and clear; if 
 by the bell, distinct; and every one should 
 have a definite meaning. 
 
 The time between signals should be long 
 enough to allow the execution of move- 
 ments. Teachers frequently try to gain 
 time by striking the bell rapidly, expecting 
 thereby to hurry pupils to and from recita- 
 tion. It is a mistake. Ko more time 
 should ever be given than is required for 
 
Signals and Movements 55 
 
 the necessary movements; and if that time 
 is shortened and signals follow each other, 
 irrespective of time, the result will be con- 
 fusion and disorder. 
 
 Every signal should be followed prompt 
 and precise movement. Allowing pupils 
 to move as suits their convenience, and then 
 to stumble into class when all the rest are 
 seated, must not be tolerated. Pupils 
 should obey every signal with military ex- 
 actness. Promptness is necessary to their 
 usefulness. In fact, movements should be- 
 come almost automatic. Xo movement 
 should be allowed except in obedience to 
 signals. All movements should be rapid 
 and quiet., Careless, slow movements must 
 not be allowed. The greatest rapidity con- 
 sistent with good order must be insisted on. 
 The teacher should allow no wasting of 
 time, or crowding and stumbling. Pupils 
 must move gracefully, and be neat in the 
 execution of class work. 
 
 For calling classes, only three, and in 
 many cases only two, signals will be neces- 
 sary. One signal either by voice or bell is 
 for all to be ready; one is for all to rise. 
 
5(5 The Management of Country Schools 
 
 The teacher must now see that all have 
 obeyed. All being on their feet, the third 
 signal should be given, and the entire class 
 take its position for recitation. By voice I 
 use the following: 
 
 1. Ready, 1. Rise 
 
 2. Rise, or 
 
 3. Move. 2. Move 
 
 In using the bell one tap is required for 
 each movement, and so for all following 
 signals. 
 
 In case the class recites at the board, the 
 class moves to the board and all face the 
 teacher. In no case should the teacher use 
 the bell for movements during the time of 
 recitation. Signals for work in class must 
 be given by the voice. The following are 
 signals that may be used for blackboard 
 work : 
 
 1. Erase 2. Ready 
 
 If the teacher requires spacing of the 
 board, all pupils place their right hands with 
 crayons at the top of the board. When a 
 third signal is given all pupils draw a line 
 from the top of the board to the bottom. 
 
 If the names of the pupils are desired at 
 
Signals and Movements 57 
 
 the top of their work, a fourth signal may 
 be given, for all to write their names in 
 the upper right hand side of the space 
 assigned them. 
 
 The class having finished their work, the 
 teacher says. Attention, and all face the 
 teacher. When the signal is given, the class 
 go either to the recitation seats, or to their 
 respective seats in the room. 
 
 For concert recitation I use the following 
 signals : 
 
 1. "Ready 2. Eecite 
 
 In dismissing classes the teacher can use 
 the same signals as in calling, namely: 
 1. Ready 2. Rise 3. Move 
 
 By careful manipulation, the teacher can 
 often call one class while he is dismissing 
 another, and with about the same amount 
 of disturbance as in calling or dismissing a 
 single class. 
 
 Whenever the seating allows, the teacher 
 can arrange his pupils according to the 
 grade, having each grade in a row of seats. 
 In this case the teacher can require the pu- 
 pils of the same grade always to pass back 
 and forward through the same aisle, which 
 
58 The Management of Country Schools 
 
 will give each of two classes a chance to 
 move without interfering with each other. 
 While the pupils of grade A are going to 
 their seats through aisle 1, grade B ma}^ be 
 coming to class tnrough aisle 2. 
 
 If the furniture does not allow the seat- 
 ing by grades, the classes may be called and 
 dismissed in another way, so as not to inter- 
 fere with one another. 
 
 In this case the teacher can require all 
 classes leaving the recitation to pass 
 through the outside aisle to the back of the 
 room, and then come into their respective 
 aisles from behind, while classes coming to 
 recitation always pass forward through the 
 middle aisles. 
 
 Dismissing school at recess should be by 
 rows, and only two signals need be used, 
 namely : 
 
 1. Else 2. Move 
 
 It is unnecessary to move books and 
 slates before a short intermission; in fact 
 it may be dispensed with even at the noon 
 intermission. 
 
 For dismissing school, either at noon or 
 
Signals and Movements 59' 
 
 in the evening, I have found it an advan- 
 tage to use six signals. 
 
 1. Attention 
 
 2. Arrange desks 
 
 3. Monitors 
 
 4. Move 
 0. Eise 
 6. Move 
 
 If a school is in good working order, all 
 will be busy to the last minute. It is 
 therefore necessary to get the attention of 
 pupils to stop work, and circumstances may 
 require the teacher to make a few comments 
 upon the day's work, or give advice for the 
 future. After that, all should join in 
 singing. 
 
 Arrange desks should include the neat ar- 
 rangement of books, slates, and apparatus 
 and the getting of such books as pupils 
 may desire to take away for study. 
 
 By monitors is meant the getting ready 
 and rising of the pupils appointed to get 
 the wraps, baskets, etc. I consider moni- 
 tors a necessity in school, and would advise 
 every teacher who has not tried the method 
 to do so. , One monitor should be appointed 
 
60 The Management of Country Schools 
 
 for each row of seats, and should be one of 
 the most regular pupils. 
 
 Move. The monitors now get and dis- 
 tribute the clothing, baskets, etc., during 
 which time all pupils clothe themselves 
 ready to leave the room. 
 
 After the signal. Rise, has been given, 
 each pupil in row 1 is expected to be stand- 
 ing, and when the signal. Move, is given, all 
 march out in time, in single or double file 
 and pleasantly bid the teacher good-day or 
 good-evening. 
 
 At the same time that row 1 is moving, 
 row 2 can rise and be ready. In this way 
 no time is lost, and the school passes out 
 as a unit. 
 
 In a well regulated school no pupil is al- 
 lowed to interrupt the school, except for 
 very good reasons; it, therefore, becomes 
 necessary for the pupil to have some silent 
 means of communication with the teacher. 
 This means is generally some system of 
 hand signals. 
 
 In the recitation of a lesson, it frequently 
 happens that a pupil desires to attract the 
 
Signals and Movements 61 
 
 teacher's attention. Simply raising the 
 left hand should be sufficient to do this. 
 
 Signals, while pupils are at their seats, 
 should be modified in form to indicate the 
 pupil's desire. Thus, the raised hand with 
 fingers and thumb extended, should be for 
 the most common want. The raised liand, 
 with fingers extended and thumb in the 
 palm of the hand, for a want not quite so 
 common, and so on. Too many forms will 
 be as troublesome as none at all. Simplicity 
 is the principal element of success. 
 
 When the pupil indicates a desire by the 
 raised hand, the teacher should, if possible, 
 see to it at once; if it is something which 
 he can consistently grant he should do so, 
 and let the pupil feel he did it gladly. If 
 it becomes necessary to refuse, do so in a 
 firm, yet kind, way. iSo pupil should be 
 allowed to raise the hand while a recitation 
 is in progress, unless for special reasons. 
 A simple nod or turning of the head should 
 be sufficient to grant a request or refuse it. 
 The teacher should never in any way indi- 
 cate that he grants a request reluctantly. 
 
CHAPTEE V 
 
 TEACHER AXD PARENT 
 
 The ^hearty co-operation of parent and 
 teacher is a necessity in the satisfactory 
 education of the child. While the child is 
 under the care of the teacher for five or six 
 hours a day, he is under the authority of 
 the parent for the full twenty-four hours. 
 The parent's right over his child is derived 
 from G-od, and is recognized by the state as 
 superior to any other. And, although the 
 teacher is, to a certain extent, "monarch 
 of all he surveys " in the school-room, he 
 must recognize that he is a subordinate in 
 the employ of others, and that he must 
 recognize parental authority. Xo teacher 
 can succeed who does not recognize " home 
 influence". 
 
 The parent's duty toward his child, how- 
 ever, makes the parent's obligations toward 
 the teacher almost equal to tliose of the 
 
 (62) 
 
Teacher and Parent 63 
 
 teacher toward the parent. If the home and 
 the school influences are antagonistic the 
 resultant will be the difference of the two ; 
 if they are co-operative the resultant will be 
 the sum of the two. The child is often 
 made the battle-ground between parent and 
 teacher, receiving the fire from both sides. 
 Sad, indeed, is the lot of such a child. 
 
 If the home is to be the positive factor, 
 the school must be subordinated. If the 
 school is to be the positive element, the 
 home must be in accord, and must to a cer- 
 tain extent be subordinated to the school." 
 All parents desire the good of their chil- 
 dren, but a want of the proper understand- 
 ing between the home and school authorities 
 is what often causes the trouble. While 
 the error is principall}^ on the side of the 
 pare-nt the teacher is frequently to blame. 
 The object of the present chapter is to point 
 out how many of the differences may be 
 prevented. 
 
 The teacher must pay due respect to the 
 parent. No teacher should feel as though 
 he " was everybody, and knew it all ". 
 He owes to all the common courtesies. He 
 
64 The Management of Country Schools 
 
 should treat every one as his equal, and 
 have a pleasant word for all. Of course no 
 one should violate the rules of etiquette, 
 but being once acquainted the teacher 
 should always recognize the parents and 
 friends of his pupils. Some may be poor, 
 but the true teacher will be the readier to 
 show politeness to them. The teacher 
 should not express himself unfavorably in 
 regard to parents. If he has unpleasant 
 opinions he should keep them to himself; 
 then he will never be called into judgment 
 .for them. If he cannot say any thing good, 
 he should not say anything at all. 
 
 The teacher must pay due respect to the 
 opinions of his patrons. Ko good teacher 
 will disregard the views of his pupils' par- 
 ents. Parents may sometimes desire their 
 children to drop a study, or take up a. new 
 one, or they may have cause for complaint 
 in some other way. In each case the teacher 
 should investigate carefully, and if he can 
 without injury to the school grant the re- 
 quest he should do so; if not, he should see 
 the parent, state the conditions, and reason 
 — never wrangle — with him, and then de- 
 
Teachtr and Parent ^^ 
 
 cide accordingly. Many a teacher has made 
 his warmest friends by refusing a parent's 
 request, but doing it kindly and with good 
 reason shown. 
 
 Sometimes, in cases of studies to be 
 dropped or taken up, the matter may be 
 referred to the authorities. In cases of 
 discipline, appeals to the authorities should 
 be rare. To ridicule the actions or opinions 
 of a parent before the school and in the 
 presence of his children is unpardonable. 
 Xo child is responsible for the actions of its 
 parents, or should be made to suffer for 
 them. 
 
 The religious and political views of par- 
 ents must be respected. No teacher should 
 discuss religious or political differences in 
 school, and the more he keeps out of such 
 discussions outside of school the better. 
 Religious and political differences have 
 shaken nations into fragments, and a school 
 district is but a miniature state. If parents 
 object to the reading of the Bible in the 
 presence of their children, the teacher 
 should excuse such pupils until the reading 
 is over. It is always best to grant the re- 
 
tl6 The Management of Country Schools 
 
 quests of parents in reference to their own 
 children, as long as it does not interfere 
 with the welfare of the school. 
 
 The teacher should pay due respect to the 
 actions and authority of parents. It some- 
 times becomes necessary for parents to keep 
 their children out of school. Where there 
 are no compulsory regulations the teacher 
 should not call such act into question. If 
 absence becomes frequent, a talk with the 
 parent will often remedy the evil, l^or 
 should the teacher interfere when a pupil is 
 requested to come home, provided the pupil 
 has shown due respect to the teacher in 
 asking permission. Frequently keeping 
 pupils after school is more or less an in- 
 fringement upon the parents' time; the 
 teacher should find some other means of 
 bringing about the desired result. When, 
 however, the parent gives orders to his chil- 
 dren to disobey the rules of the school, the 
 teacher must see to it that the rules are fully 
 carried out. iSeglect in such cases ends 
 school government. In like manner pupils 
 should be taught to respect the rights of 
 parents. 
 
Teacher and Parent 67 
 
 The teacher should secure the co-opera- 
 tion of the parent. This is the only way in 
 which successful v/ork can be done. Every 
 <3hild naturally looks to its parents for 
 assistance and direction, and when parents 
 heartily agree in everything the teacher 
 does, the child is compelled to submit. 
 
 How to secure active assistance from the 
 parents of pupils is probably the most diffi- 
 cult problem that confronts the teacher. 
 A quiet consent is generally easy to get, but 
 an active, energetic effort on the part of the 
 parent is not so easily secured. The teacher 
 must interest the parent. This must be 
 •done through the child. 
 
 If the parents visit the school, the ener- 
 getic teacher will have no trouble in arous- 
 ing an interest by following his regular 
 programme. He who has special lessons 
 prepared for visitors is sure to be detected, 
 and will bring reproach upon himself and 
 / his work. It is well to make effort to get 
 parents to visit the school. Frequently 
 teachers get up special programmes for 
 some afternoon or evening, and then invite 
 the public. Care must be taken that all 
 
68 The Management of Country Schools 
 
 families are represented on the programme^ 
 so that every parent may find something to 
 enjoy. The exercises should consist largely 
 of school work, interspersed with music,. 
 essays, and recitations. 
 
 The teacher must be true. Eeports 
 sliould always give a correct statement of 
 affairs. If a pupil does poorly, it is the 
 teacher's business to report it, and the par- 
 ent's right to know it. 
 
 Young teachers frequently make a mis- 
 take in supposing that when parents inquire 
 concerning the progress of their children,, 
 they expect a favorable answer. It is true 
 that they are more pleased to hear a favor- 
 able report, but if they discover, as is prob- 
 able, that it is not true, they lose confi- 
 dence in the teacher. 
 
 A system of monthly reports generally 
 assists in securing the co-operation of par- 
 ents. Before deciding upon their use, how- 
 ever, the teacher will do well to find out 
 what was the practice of his predecessor in 
 this respect. If his predecessor used month- 
 ly reports, and had a low standard for his 
 estimates, and was in the habit of giving 
 
Teacher and Parent 69 
 
 pupils perfect marks from policy rather 
 than merit, then it will be well to drop 
 them entirely. It is, however, a good prac- 
 tice to inform the parent by note whenever 
 the child has done poorly; and equally 
 proper to congratulate him when the child 
 has done exceptionally well. If a boy con- 
 fesses to an act. of mischief in spite of a 
 great temptation to deny, a note to the par- 
 ent asking him to commend the child will 
 have happy influence. 
 
 It has been said that in minor matters 
 the teacher should try to adapt himself to 
 the wishes of the patrons of the school ; 
 but in cases governed by the rules and regu- 
 lations of the proper authorities, or where 
 he is clearly convinced that a certain course 
 of action is necessary to the welfare of the 
 school, he should not violate the regulations 
 nor depart from his convictions. What the 
 district expects to find in him is a leader, 
 and two essentials of leadership are clear- 
 ness of conviction, and firmness in the per- 
 formance of duty. 
 
 In many district, partiality is considered 
 a grievous sin in the teacher. A charge of 
 
70 The Management of Country Schools 
 
 partiality against the teacher is a virtual 
 admission of short-coming on the part of 
 the pupil, as is illustrated by the following 
 dialogue, in which the dramatis persons are 
 a calm teacher and an irate mother, whose 
 fire has had time to cool while the teacher 
 was finishing some work which he had on 
 hand when she entered. 
 
 T. — You say I favor other children more 
 than your girl. AVhat girl have I favored 
 more than yours ? 
 
 M.— Becky Smith. 
 
 T. — I came here as a stranger two months 
 ago, since which your girl and Becky Smith 
 have been in school every day; now, what 
 could have caused me to be well disposed 
 towards one and ill disposed towards the 
 other ? 
 
 The reader can see the trend and the end 
 of the dialogue. 
 
CHAPTER VI 
 
 THE TEACHER AKD SOCIETY 
 
 The teacher's social position is one of 
 great importance. It may be a source of 
 success or of defeat. He who knows how to 
 conduct himself, and is at ease in society, 
 gains many friends and much power. 
 
 Teachers are known too little beyond the 
 school-room. Their sphere of action and 
 influence is too frequently bounded by the 
 four walls of the buildings in which they 
 labor, ^eed we wonder at the prejudice 
 against the fraternity as a bigoted and self- 
 important class ? Our sociability often ex- 
 tends only to the members of our calling, 
 and our most intimate friends. It not un- 
 frequently happens that a teacher labors an 
 entire term in a community, and is hardly 
 known beyond his boarding-place. The 
 fault may not be entirely his own. Many 
 people look upon the teacher as an individ- 
 ual hard to be approached, and too critical 
 
 (71) 
 
72 The Management of Country Schools 
 
 to be either agreeable or comfortable. The 
 result is, that the teacher secures but few 
 introductions, and makes fewer friends. To 
 visit people at their homes uninvited seems 
 to him a breach of etiquette, and so he 
 makes no acquaintances. 
 
 In many country districts the custom pre- 
 vails, however, of inviting the teachers to 
 the homes of the pupils. Such invitations 
 are generally prompted by the kindest feel- 
 ings, and should be accepted whenever possi- 
 ble, by the teacher. 
 
 While acquaintance with the people of 
 the district may be of assistance to the 
 teacher, familiarity with one or more fam- 
 ilies should, as a rule, be avoided. Famil- 
 iarity affords to many a pretext for making 
 unreasonable demands, refusal of which 
 frequently creates enmity as bitter as the 
 familiarity was cordial. Moreover, where 
 the teacher is on familiar terms with some 
 families of the district, his dealings with 
 the children of such families are easily mis- 
 construed by the others and attributed to 
 partial motives. 
 
 There are in all communities various 
 
The Teacher and Society 73 
 
 means by which the teacher can become a 
 useful factor in society. He who has under 
 his care the plastic mind should be a model 
 in morality. Children acquire deportment 
 by imitation, and no community can afford 
 a teacher whose every day life will not bear 
 the closest scrutiny. 
 
 No teacher should smoke or chew tobacco. 
 These are habits which he can not allow in 
 the school-room, and therefore which he 
 should not practise. The teacher should 
 aim to be an example of a complete man or 
 woman. 
 
 The teacher owes to society his assistance 
 in the promotion of all worthy enterprises. 
 He should not be found in the back ground 
 when charitable jDr philanthropic enterprises 
 are under consideration. He should be an 
 active member of all societies whose object 
 is to lift humanity to a higher level. He 
 cannot afford to be absent from church ser- 
 vices or Sunday school. 
 
 On the other hand he should not load 
 himself down with outside duties that will 
 take time and strength he ought to give to 
 the school. His life must be an exemplary 
 
74 The Management of Country Schools 
 
 one, and his special fitness for work requires 
 of him first of all a faithful discharge of his 
 school duties. Although a member of soci- 
 ety, he should be modest. Society needs 
 his assistance, and may require his leader- 
 ship, but not his dogmatism, pedantry, or 
 egotism. 
 
 He should be well informed upon all im- 
 portant subjects of the day, in order that 
 he may instruct properly and converse in- 
 telligently. The teacher who reads nothing 
 but his text-books becomes bigoted and 
 narrow. It is a wide reading of all good 
 literature that makes the most useful and 
 liberal man. 
 
 The teacher must be careful in the choice 
 of his associates. A man is judged by the 
 companions he has. While he should treat 
 all with true courtesy, he should not be 
 hasty in the selection of friends. Many a 
 young teacher has, through imprudence in 
 this respect, failed in his teaching, and lost 
 his position. A little advice from older 
 people, as to friends, is never out of place. 
 
 A word should be said as to the payment 
 of bills. It is important that the teacher 
 
The Teacher and Society 75 
 
 be prompt in such matters. If the butcher 
 and the baker and the tailor complain that 
 they can not get their bills paid a prejudice 
 is aroused among the parents that leads to 
 contempt, and makes discipline difficult 
 with the pupils. 
 
 The teacher must be careful in his con- 
 versation. ]t is poor practice for teachers 
 in their social talks to refer to grammar, 
 arithmetic, etc. ; other people may not be 
 interested in those subjects. He should 
 not be dogmatic in his assertions; other 
 people have a right to their opinions, also. 
 The constant contact with children and in- 
 feriors in authority, has a tendency to dog- 
 matism. The teacher must guard himself 
 against it. " 
 
 Frequent contact with people in other 
 walks- of life will make a man more liberal, 
 and give him advantages which he can not 
 acquire otherwise. The teacher should 
 therefore use every means to become ac- 
 quainted. A pleasant social chat will dis- 
 perse the cares of school, liberate his en- 
 slaved spirit, and bring him into closer 
 union with those about him. 
 
76 The Management of Country Schools 
 
 Nor should the teacher lose sight of the 
 infinite advantages that may be gained by 
 an insight into the social customs of his 
 pupils, and the power which friendly rela- 
 tions with all will have upon his success. 
 
CHAPTER VII 
 
 SCHOOL GOVERNMENT 
 
 Good order is a necessary condition for 
 successful school work, and yet, while it is 
 a condition, it is likewise a result. Where 
 the time of both teacher and pupil is prop- 
 erly occupied, and where all pupils have 
 tasks properly adapted to engage all their 
 powers, little attention need be paid to the 
 order in the school, for it will take care of 
 itself. 
 
 In the schools of "ye olden time", if 
 tradition informs us properly, it was the 
 rule for children not only to indulge in all 
 sorts of pranks, but to glory in their evil 
 propensity. In our day the bad boy is the 
 exception, and there are few schools in 
 which he will find an atmosphere that toler- 
 ates him in the exercise of an unruly dis- 
 position. 
 
 The good teacher has an eye for details- 
 It is not by great master strokes that he 
 
 (77) 
 
78 The Management of Country Schools 
 
 succeeds, but by careful attention to the 
 little things that enter into the solution of 
 the complex problem before him. 
 
 While in the present condition of our 
 schools it is the teacher's chief work to at- 
 tend to the work of instruction, yet there 
 are times in every school when it becomes 
 necessary to consider restraining and repres- 
 sive measures. The primary object to be 
 kept in view when considering such ques- 
 tions is not to secure good order, but to 
 train pupils in habits of good conduct. 
 
 The government of the school depends 
 in a large measure upon the qualifications 
 of the teacher, such as common sense, tact, 
 energy, patience, love, and culture. 
 
 commons' sense 
 is the power of perceiving the special fitness 
 of things; it is the outgrowth of the think- 
 ing mind. The. teacher whose actions are 
 performed with no definite point in view 
 will fail. A man shows lack of common 
 sense when he scolds, gets excited, com- 
 pares pupils and shows their relative de- 
 fects, assigns too long or too short lessons, 
 refers to personal defects, holds pupils re- 
 
Tact; Energy 79 
 
 sponsible for the faults of their parents or 
 preceding teachers, works in opposition to 
 the views of intelligent people, gets angry, 
 or expects too much of parents and pupils. 
 
 TACT 
 
 is to some extent native, but every teacher 
 may acquire some skill in managing the 
 affairs of school. It is the outgrowth of 
 thought based upon fact. Every case of 
 management should be full of instruction 
 to the teacher, a source of new power. The 
 teacher should neglect no opportunity to 
 study every case before acting upon it. 
 Tact makes each individual pupil an object 
 of study, has everything in systematic shape, 
 and adjusts itself to all circumstances. 
 
 Eiq"ERGY 
 
 is necessary to any successful undertaking 
 in life. The energetic teacher has few idle 
 pupils, and hence little trouble. The ener- 
 getic teacher keeps the whole school con- 
 tinually under his eye, allows no time to be 
 idled away, no dust to accumulate on the 
 furniture and apparatus, no books and desks 
 to be marked with ink and pencil, no quar- 
 rels to ripen into an all-around slugging 
 
80 The Management of Country Schools 
 
 match. He does not tolerate inattention 
 and carelessness. The energetic teacher 
 has his room neat and tidy, his pupils 
 prompt and busy, his furniture and every- 
 thing in the best shape, and the entire 
 school busied in the hum of industrial oc- 
 cupation. His ever vigilant eye will supply 
 every want. 
 
 PATIEE"CE 
 
 is of the highest importance in school work. 
 Nothing is more trying and wearing upon 
 the nervous system than teaching. The 
 teacher who readily becomes irritated and 
 angry drops in the estimation of his pupils 
 every time he does it. Often teachers 
 through impatience censure pupils when 
 the censure has been uncalled for. Pupils 
 are much more ready to forget an unde- 
 served favor done than an unjust criticism. 
 The teacher must be patient when pupils 
 are disobedient, or slow to comprehend. 
 Patience is always a virtue but in the teacher 
 it is one of the most important qualifica- 
 tions. The teacher who is cheerful under 
 all circumstances will always command the 
 respect of all his pupils, and will have al- 
 
Love 81 
 
 most unlimited power over them. He will 
 never lose his self-control, but, ever ruling 
 his own spirit, will be fit to rule others. 
 
 LOVE 
 
 is a necessary principle in all government 
 depending upon two or more individuals. 
 The teacher should love his pupils in the 
 sense that the philanthropist loves human- 
 ity. That love which extends only to the 
 nicest big boy or girl in school, and despises 
 the little jewel bedaubed with its mother's 
 cherry pie, has no place in the school-room. 
 The teacher must look through the uncouth 
 exterior, and admire the eternal principle — 
 the soul within. He should love the work. 
 No one engaged in work which he does not 
 enjoy will do it well. He who does not love 
 teaching, but follows it because he has noth- 
 ing else so profitable, is making a sad blun- 
 der, indeed, for himself as well as for his 
 school. Love will lighten the burden, se- 
 cure unconscious obedience, inspire with a 
 nobler purpose. True love for the work 
 will make a man an impartial and just 
 judge, a careful executive, a confident teach- 
 
82 The Management of Country Schools 
 
 er, a conscientious workman, and an ex- 
 ample worthy to follow. 
 
 CULTURE 
 
 will do much in successfully governing a 
 school. The well developed and liberal 
 mind, the polished manner, and the cul- 
 tured voice will unconsciously lead to 
 worthier aims. A broad, intelligent culture 
 will inspire confidence and create a thirst 
 for knowledge. The cultured manner will 
 smooth rough edges and make pupils ready 
 for the fellowship of their betters. The 
 cultured voice, by its melodious flow will 
 tend to harmonize harsh and unpleasant 
 sounds. The more thoroughly a man is 
 •educated the better he is able to master 
 difficulties, and. to avoid trouble. The more 
 a man knows, the more liberal he will be, 
 and hence the fewer encounters he will have. 
 If, therefore, a teacher possesses good 
 common sense, tact, energy, patience, love, 
 and culture, he is in a fair way to success. 
 
 MEANS OF GOYERJ^'MEKT 
 
 In taking charge of a disorderly school it 
 is sometimes necessary to begin by violent 
 measures, and until pupils can feel the re- 
 
Means of Government 83 
 
 straint of careful management and complete 
 adjustment of the machinery of the school 
 it may be necessary to restrain them by 
 force. Corporal punishment is passing into 
 history, and is in many places prohibited 
 altogether. This is unwise. It has a proper 
 place in school management, though it 
 should be only a last resort. 
 
 While I have, in my experience, been 
 obliged to use corporal punishment in some 
 cases, I have usually felt that the case should 
 have been managed in some other way. Cor- 
 poral punishment can not be entirely dis- 
 pensed with, yet the majority of cases might 
 be treated otherwise. The infliction of 
 pain upon the bodies of other people's chil- 
 dren is the teacher's most unpleasant task. 
 It should never be used until after the most 
 deliberate consideration, unless in cases of 
 rebellion. The following hints may be of 
 practical value to the teacher: 
 
 1. Be sure the pupil is guilty of wilful 
 misconduct. 
 
 2. Be kind. J^ever punish in anger. 
 
 3. After punishment treat pupils with all 
 possible consideration. 
 
84 The Management of Country Schools 
 
 4. Punish only in the presence of a wit- 
 ness. 
 
 5. Punish only after both teacher and 
 pupil have had time to consider. 
 
 The following rules may have a somewhat 
 wider application: 
 
 6. Xever take hold of a pupil unless it 
 becomes an extreme necessity. Taking hold 
 of a pu^Dil in order to compel him to do a 
 certain thing has led to many a rebellion. 
 It is generally better not to try to compel 
 the pupil to do the thing, but to punish him 
 for refusing to do it. 
 
 7. Xever attempt to punish a pupil with 
 the rod when you are likely to be overcome. 
 Such attempts have led to very serious 
 humiliations. 
 
 8. Do not put yourself in a position 
 which seems to challenge. 
 
 9. Have courage. Pupils are quick to 
 discover the coward. 
 
 10. Be just. When pupils once begin to 
 think a teacher unjust, it takes very little 
 to arouse a feeling of resentment. The 
 teacher should always try to convince pupils 
 of the justness of his proceeding. 
 
Means of Government 85 
 
 While government by force is quick in its 
 effects, it does not tend to the highest and 
 most lasting results. Eational beings are 
 not the proper subjects for a government 
 that depends upon force, and it should be 
 repeated and emphasized that other meth- 
 ods are to be preferred wherever there is 
 chance for choice. 
 
 Government by common sense might also 
 be called unconscious government, or gov- 
 ernment by prevention. By this method 
 the teacher arranges his work in such a way 
 as to prevent jarring. Many little things 
 have been allowed to pass for the time be- 
 ing, and have in this way ended in much 
 trouble. If a teacher is certain that two 
 pupils if near together will get harm, com- 
 mon sense will say, do not allow them to sit 
 together. If he finds that his predecessor 
 was successful, common sense would say, 
 follow his methods. If a pupil has neg- 
 lected to get his lesson, common sense would 
 not order the pupil to get it, and scold about 
 it for half an hour. Common sense care- 
 fully takes into consideration all circum- 
 stances, and the disposition of pupils, and 
 
86 The Management of Country Schools 
 
 then arranges things accordingly. Remem- 
 ber that " an ounce of prevention is worth 
 more than a pound of cure." 
 
 A teacher who had been attending a 
 county institute, heard one of the lecturers 
 say that no two pupils of the same grade 
 should be seated on the same seat, went 
 home, and the following Monday morning 
 reseated his whole school. The result was 
 an uproar in the district. Had he used 
 common sense, considered the circum- 
 stances, and then adjusted his seating gradu- 
 ally, no trouble would have occurred. 
 
 Another teacher, who had a few mis- 
 chievous pupils, told people about them, 
 and the pupils, in turn, found out what the 
 teacher had said. The result was open and 
 determined resistance to the teacher. Com- 
 mon sense would have studied the cases 
 carefully, and reported nothing. Another 
 teacher assigned too much for a lesson and 
 insisted on its preparation. The result was 
 trouble with the pupils and parents. 
 
 Government by tact is the manipulation 
 of school affairs in such a way as to adjust 
 nicely all difficulties that have arisen or may 
 
Means of Government 87 
 
 yet arise. It applies chiefly to that practi- 
 cal management in which pupils comply 
 with the arrangements because they peTceive 
 a certain fitness of things. Common sense 
 prevents; tact adjusts. Common sense 
 government is chiefly by the teacher; gov- 
 ernment by tact is by co-operation of teacher 
 and pupil. When the teacher perceives a 
 tendency to trouble, tact suggests a proper 
 method of procedure, while common sense 
 would have anticipated even the tendency. 
 
 When the teacher is convinced that cer- 
 tain things are wrong, it takes skill to ad- 
 just matters in such a way as to win the 
 best results. In matters of common inter- 
 est the tactful teacher secures the co-opera- 
 tion of his pupils, as in adopting rules and 
 regulations. When pupils help to make a 
 rule, they seldom violate it. If pupils be- 
 come restless, they either have too little 
 work or too much. Tact would adjust the 
 difficulty by giving more work in the first 
 case, and a recess in the second. If the 
 teacher discovers two pupils about to quar- 
 rel, tact would suggest that he place him- 
 self within the sight of the pupils, which 
 
88 T\he Management of Country Schools 
 
 will, in ninety-nine cases out of .a hundred, 
 put a stop to it. In fact, tact always keeps 
 pupils under observation. If the teacher 
 notices an idle pupil ready to get inio mis- 
 chief, tact would suggest that the teacher 
 ask the pupil to do him some service. If 
 pupils are careless in the preparation of 
 their lessons, tact would arouse an interest, 
 or in some way excite the ambition of the 
 pupils. 
 
 Tact will place responsibility upon each 
 pupil, and seldom find a trust violated. 
 Constantly watching the pupils with a view 
 to find fault is a great mistake. Playing 
 sharp in getting pupils to repair the damage 
 they have done is not tact in the purest 
 sense of the word. If the pupils have any 
 sense of shame, the teacher and some in- 
 nocent pupil had better repair the damage 
 in the presence of the guilty ones, and no 
 further violation will follow. 
 
 Much can be accomplished by the use of 
 natural punishments, or such punishments 
 as seem to be the necessary consequences of 
 the pupil's acts. A pupil who abuses his 
 privileges, is deprived of those privileges. 
 
Means of Government 89 
 
 If a pupil becomes mischievous at a certain 
 place in school, he loses that place. If he 
 quarrels or uses bad language on the play- 
 ground, he is deprived of his privilege to 
 play. If he neglects to prepare his lessons, 
 the teacher " neglects " to give him recess. 
 Consequences must always follow acts as 
 effect follows cause. 
 
 While the teacher must be full of expedi- 
 ents, yet on the part of the great majority 
 of pupils good conduct can be secured by 
 proper appeals to their sense of right and 
 wrong. 
 
 Conscience after all is the one thing that 
 moves the world. When a man carries with 
 him an eternal principle to guide him in 
 every act, he will not go astray. A sense 
 of right and wrong may be awakened very 
 early in the mind of the child, although its 
 full development comes later in life. Much 
 may be done with children in developing a 
 knowledge of the proper relations between 
 man and man. While the child's sense of 
 duty is not so distinct, its sense of right is 
 more definite. If a child trespasses upon 
 the right of another, it may be brought to 
 
90 The Management of Country Schools 
 
 a sense of its duty by reversing the case and 
 applying it to the child. If John has taken 
 James's pencil, he may see his duty by giv- 
 ing his pencil to James. The teacher can 
 now with a few words instil a principle in 
 John's mind which will guide him through 
 life. In a similar manner, other lessons 
 on right or wrong may be taught to pupils 
 daily. Incidental moral instruction will 
 aid in arousing a sense of justice in all. 
 With older pupils conscience should, if pos- 
 sible, be made the only means of govern- 
 ment. 
 
 OBSERVATIONS 
 
 The government of a school may be an 
 easy or a difficult matter. It depends al- 
 most entirely upon the teacher. Many 
 teachers are to blame for the trouble they 
 have : they fail to govern themselves. 
 
 The teacher must show an easy manner. 
 There are those who are always uneasy, 
 labored or excited; who always have some- 
 thing wrong or out of place. Pupils read- 
 ily perceive the state of affairs and take 
 advantage of it. 
 
Observations 91 
 
 The teacher should govern with the eye. 
 It is the most effective means of govern- 
 ment. Not that look which sends terror to 
 the heart of pupils, but a kind, yet search- 
 ing look, — not continued watching for mis- 
 chief, but observing every wrong act, is the 
 secret of success. 
 
 The teacher should use as few words as 
 possible: much talking is out of place. 
 The more words a man uses in saying a 
 thing, the less effective it will be. Much 
 talking leads to scolding, and scolding ia 
 out of place in school. 
 
 Loud talking on the part of the teacher 
 is also a source of disorder. Pupils take- 
 advantage of every noise to carry out their 
 own disorderly acts. 
 
 The teacher should not talk in high- 
 pitched tones. There is a certain relation 
 between the ear and voice that makes it im- 
 portant that the teacher's tone be pleasing. 
 High-pitched tones make the listener un- 
 easy and tired. In no place is this more 
 evident than in the case of public speakers, 
 but it is also true of the teacher in the 
 school-room. 
 
92 The Management of Country Schools 
 
 The teacher's tone must be firm and con- 
 fident. It will not do to speak in a falter- 
 ing and timid manner; not to go to the 
 other extreme, and roar like a lion. A 
 clear command with nothing unusual about 
 it, either as to force or manner, will usually 
 secure obedience, but if the teacher betrays 
 fear, he may expect refusal to comply with 
 his orders. 
 
 The teacher's bearing before his class 
 should be one to command respect and 
 obedience. Careless lounging in the pres- 
 ence of pupils will create disrespect; and 
 disrespect, either for the law or for those who 
 execute it, is one of the elements of crime. 
 Before his class, the teacher should stand 
 rather than sit. 
 
 The teacher's language toward his pupils 
 and in their presence must be exemplary. 
 To use improper language in the presence 
 of pupils creates disrespect and distrust. 
 
 The teacher's conduct in the presence of 
 his pupils should always be worthy of the 
 position he occupies. No teacher can afford 
 to teach one thing and act another; this 
 
Observations 93 
 
 can not fail to lower him in the estimation 
 of his pupils. 
 
 The teacher must not yield to prejudices. 
 It is a mistake to consider a boy bad before 
 he has proved himself so by wilful acts of 
 disobedience. The pupil should have the 
 benefit of the doubt. 
 
 Wilful disobedience may, for treatment, 
 be placed under three heads : 
 
 1. Disobedience by the pupil not sanc- 
 tioned by the parent. 
 
 2. Disobedience by the pupil sanctioned 
 by the parent. 
 
 3. Disobedience by the pupil sanctioned 
 by the parent, and not controlled by the 
 authorities. 
 
 In all cases, the teacher should manage 
 his school himself, as far as he possibly can. 
 
 When pupils once become uncontrollable, 
 the only thing a teacher can do is to refer 
 the matter to some higher authority, but 
 this is an acknowledgement of inefficiency. 
 I do not mean to say that the teacher should 
 not seek the co-operation of parents and 
 friends, but he should come as a friend 
 
94 The Management of Country Schools 
 
 seeking the assistance of others to reform 
 the child, rather than as an accuser. 
 
 When a pupil once becomes wilfully bad, 
 the case demands immediate but considerate 
 action. If possible, the teacher should per- 
 suade the pupil to do better, and to repair 
 damage where any is done, but he should not 
 beg like a coward. If the pupil persists after 
 kind admonitions, it may be well to seek 
 the co-operation of the parent; if the par- 
 ent refuses to assist in reforming the child, 
 the only way a teacher can do, is to resort 
 to such measures as are at his command. 
 
 Punishments must be made certain, yet 
 the teacher must be careful to keep within 
 bounds. 
 
 If the pupil has done damage to an indi- 
 vidual, the pupil should be compelled to 
 repair it, and ask the forgiveness of the in- 
 jured party. If the harm has been done to 
 the school, the same plan should be fol- 
 lowed, as far as practicable. 
 
 When a pupil is wilfully bad, and is sup- 
 ported by the parent, the teacher should see 
 the parent, and find the cause of dissatis- 
 faction and remove it. If the parent re- 
 
Observations . 95 
 
 fuses to support the teacher, the matter 
 should be referred to the proper authorities 
 for action. 
 
 When a pupil is wilfully bad, and is both 
 supported and instigated by the parent, and 
 the board will not assist in the matter, the 
 only thing a teacher can do, is to use violent 
 measures in reforming the culprit. If the 
 pupil can not be controlled, and is thus 
 supported, the teacher should give up the 
 place he is evidently unable to fill. 
 
i?V5 
 
 CHAPTER VIII 
 
 SCHOOL RECORDS 
 
 At a recent institute the writer overheard 
 a lady teacher say, " I taught three schools 
 at Mason's Fork ". She meant thereby 
 that she had 'taught three terms in one 
 school. Her language, however, expressed 
 the conditions existing in the average dis- 
 tricts throughout our country. Each term 
 has an independent existence. This is not 
 as it should be. 
 
 School records should be of such a nature 
 that a man familiar with schools could at a 
 glance learn the history, the organization, 
 and the conditions of the school repre- 
 sented therein. More than that, they 
 should be of such a nature, that a man 
 having the employment of a person in con- 
 templation, could turn to his school record 
 and form a fair estimate of his character. 
 This, is is said, would make for the already 
 overburdened teacher, much extra labor; 
 
 (96) 
 
School Records 97 
 
 but if, in course of time, the records should 
 prove themselves so fair and so valuable 
 that no man would engage an employe with- 
 out consulting his school record; and that 
 pupils would feel that they are by their 
 conduct in school mapping out their careers 
 in life, then the work of school go-vern- 
 ment would be reduced to a minimum, and 
 a consideration of school incentives become 
 a waste of time. 
 
 Through the efforts of the teachers of 
 Springfield, 111., the leading firms employ- 
 ing labor in that city adopted a rule that in 
 all cases preferences should be given, other 
 things being equal, to the persons who had 
 the equivalent for the education given by 
 the secondary schools of that city, and that 
 the school certificate should be the required 
 evidence. Upon the promulgation of this 
 order by the great Illinois Central railroad, 
 thousands of boys who had left school re- 
 turned, and remained in school to get the 
 required certificate. N"ot only did it have 
 the effect of increasing the attendance in 
 the higher grades, but the necessity of se- 
 curing the certificate impelled hundreds to 
 
98 The Management of Country Schools 
 
 efforts to which they could not otherwise 
 be aroused. 
 
 The advocates of this system justly claim 
 that the boy who has passed through the 
 schools is likely to become a better work- 
 man than the one who has spent two or 
 three years in loafing, previous to his appli- 
 cation. Now if this is true of a boy's 
 record for scholarship, much more will it be 
 true of his record for conduct. 
 
 If a boy has throughout his school life 
 been regular, punctual, and orderly, he will 
 have formed habits that will be valuable in 
 any workman; on the other hand, if he has 
 made a record for tardiness and irregularity, 
 and his record shows neglected work and a 
 quarrelsome disposition, no one would wish 
 to employ him. Not would it be too severe 
 on a man to hold him responsible for the 
 errors of his childhood ; it would only bring 
 the strongest incentives to rectitude to bear 
 upon the individual at a period when he 
 could most easily restrain himself. 
 
 In every country district, the teacher 
 should, at the close of school, leave with 
 the proper official for his successor not only 
 
School Records 99 
 
 ^ complete permanent register, but a copy 
 of his programme, together with tests of 
 pupils belonging to several classes, indicat- 
 ing what pupils are prepared to advance. 
 In places where no regular course of study 
 Jias been adopted, he should indicate what 
 work the class has passed over during the 
 year. The law should require this ; but even 
 when it does not the golden rule does, and 
 if the teacher is interested in the success of 
 Ms pupils, he will not hesitate to do this on 
 account of the labor involved. 
 
 It sometimes happens that near the close 
 of the term the ambitious teacher will be 
 sorely tried by the tempter, who will whis- 
 per in his ear: " By promoting all your chil- 
 dren you will win the applause of the whole 
 district, and then they will say that under 
 your teaching their children have made more 
 progress than ever before, and a great 
 clamor will arise, and forthwith the direc- 
 tors will promote you to the principalship 
 of the township high school, to enjoy per- 
 petual ease and a larger salary. " Scorn the 
 
 tempter, for in his words lurk not only evil 
 
 L.ofC. 
 
100 The Management of Country Schools 
 
 consequences to yourself, but likewise in- 
 linite worry and perhaps failure to your suc- 
 cessors, even to the " third and fourth gen- 
 eration". 
 
JUN 101903