The Teacher / Moral Influences Employed in the Instruction and Government of the Young

by Jacob Abbott

2. SECTIONS.

In describing the order of daily exercises, I alluded to the sections which assemble in the last hour of the school. It is necessary that I should fully describe the system of sections, as it constitutes a very important part of the plan of the school.

Besides giving the scholars the necessary intellectual instruction, there are, as I have already remarked, a great many other points which must receive attention in order to promote their progress, and to secure the regular operation and general welfare of the school. These various points have something common in their nature, but it is difficult to give them a common name. They are such as supplying the pupils with pens and paper, and stationery of other kinds; becoming acquainted with each individual; ascertaining that she has enough and not too much to do; arranging her work so that no one of her duties shall interfere with another; assisting her to discover and correct her faults, and removing any sources of difficulty or causes of discontent which may gradually come in her way. These, and a multitude of similar points, constituting what may be called the general administration of the school, become, when the number of pupils is large, a most important branch of the teacher's duty.

To accomplish these objects more effectually, the school is divided into six sections, arranged, not according to proficiency in particular studies, as the several classes are, but according to age and general maturity of mind. Each one of these sections is assigned to the care of a superintendent. These superintendents, it is true, during most of school hours, are also teachers. Their duties, however, as Teachers and as Superintendents, are entirely distinct. I shall briefly enumerate the duties which devolve upon her in the latter capacity.

1. A superintendent ought to prepare an exact list of the members of her section, and to become intimately acquainted with them, so as to be as far as possible their friend and confidante, and to feel a stronger interest in their progress in study and their happiness in school, and a greater personal attachment to them than to any other scholars.

2. She is to superintend the preparation of their schedules; to see that each one has enough and not too much to do, by making known to me the necessity of a change, where such necessity exists; to see that the schedules are submitted to the parents, and that their opinion or suggestions, if they wish to make any, are reported to me.

3. She is to take care that all the daily wants of her section are supplied—that all have pens and paper, and desks of suitable height. If any are new scholars, she ought to interest herself in assisting them to become acquainted in school; if they are friendless and alone, to find companions for them, and to endeavor in every way to make their time pass pleasantly and happily.

4. To watch the characters of the members of her section. To inquire of their several teachers as to the progress they make in study, and the faithfulness and punctuality with which they prepare their lessons. She ought to ascertain whether they are punctual at school and regular in their habits—whether their desks are neat and well arranged, and their exercises carefully executed. She ought to correct, through her own influence, any evils of this kind she may find, or else immediately to refer the cases where this can not be done to me.

The better and the more pleasantly to accomplish the object of exerting a favorable influence upon the characters of the members of their section, the superintendents ought often to bring up subjects connected with moral and religious duty in section meetings. This may be done in the form of subjects assigned for composition, or proposed for free discussion in writing or conversation, or the superintendents may write themselves, and read to the section the instructions they wish to give.

When subjects for written composition are thus assigned, they should be so presented to the pupils as to lead their minds to a very practical mode of regarding them. For example, instead of simply assigning the subject Truth as the theme of an abstract moral essay, bring up definite points of a practical character, such especially as are connected with the trials and temptations of early life. "I wish you would all give me your opinions," the teacher might say in such a case, "on the question, What is the most frequent inducement that leads children to tell falsehoods? Also, do you think it is right to tell untruths to very little children, as many persons do, or to people who are sick? Also, whether it would be right to tell a falsehood to an insane man in order to manage him?"