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

by Jacob Abbott

At the close of the day, I requested all in the school to rise. While they were standing, I called them to account in the following manner.

"Now it is very probable that some have, from inadvertence, or from design, omitted to keep an account of the number of transgressions of the rule, which they have committed during the day; others, perhaps, do not wish to make a report of themselves. Now as this is a common and voluntary effort, I wish to have none render assistance, who do not, of their own accord, desire to do so; all those, therefore, who are not able to make a report, from not having been correct in keeping it, and all those who are unwilling to report themselves, may sit."

A very small number hesitatingly took their seats.

"I am afraid that all do not sit, who really wish not to report themselves. Now I am honest in saying I wish you to do just as you please. If a great majority of the school really wish to assist me in accomplishing the object, why, of course, I am glad; still, I shall not call upon any for such assistance, unless it is freely and voluntarily rendered."

One or two more took their seats while these things were saying. Among such, there would generally be some, who would refuse to have any thing to do with the measure, just from a desire to thwart and impede the plans of the teacher. If so, it is best to take no notice of them. If the teacher can contrive to obtain a great majority upon his side, so as to let them see that any opposition which they can raise, is of no consequence, and is not even noticed, they will soon be ashamed of it.

The reports then of those who remained standing, were called for; first, those who had whispered only once were requested to sit; then those who had whispered more than once, and less than five times, &c. &c., until at last all were down. In such a case, the pupils might, if thought expedient, again be requested to rise, for the purpose of asking some other questions, with reference to ascertaining whether they had spoken most in the former or latter part of the forenoon. The number who had spoken inadvertently, and the number who had done it by design, might be ascertained. These inquiries accustom the pupils to render honest and faithful accounts of themselves. They become, by such means, familiarized to the practice, and by means of it, the teacher can, many times, receive most important assistance.

All however, should be done in a pleasant tone, and with a pleasant and cheerful air. It should be considered by the pupils, not a reluctant confession of guilt, for which they are to be rebuked or punished, but the voluntary and free report of the result of an experiment, in which all are interested.

Some will have been dishonest in their reports: to diminish the number of these, the teacher may say, after the report is concluded:

"We will drop the subject here to-day. To-morrow we will make another effort, when we shall be more successful. I have taken your reports as you have offered them, without any inquiry, because I had no doubt, that a great majority of this school would be honest, at all hazards. They would not, I am confident, make a false report, even if, by a true one, they were to bring upon themselves punishment; so that I think I may have confidence that nearly all these reports have been faithful. Still, it is very probable, that, among so large a number, some may have made a report, which, they are now aware, was not perfectly fair and honest. I do not wish to know who they are; if there are any such cases, I only wish to say to the rest, how much pleasanter it is for you that you have been honest and open. The business is now all ended; you have done your duty; and though you reported a little larger number than you would, if you had been disposed to conceal, yet you go away from school with a quiet conscience. On the other hand, how miserable must any boy feel, if he has any nobleness of mind whatever, to go away from school, to-day, thinking that he has not been honest; that he has been trying to conceal his faults, and thus to obtain a credit which he did not justly deserve. Always be honest, let the consequence be what it may."

The reader will understand that the object of such measures is, simply to secure as large a majority as possible, to make voluntary efforts to observe the rule. I do not expect that by such measures, universal obedience can be exacted. The teacher must follow up the plan, after a few days, by other measures, for those who will not yield to such inducements as these. Upon this subject, however, I shall speak more particularly at a future time.