In government, be yourself supreme, and let your supremacy be that of authority. But delegate power, as freely as possible, to those under your care. Show them that you are desirous of reposing trust in them, just so far as they show themselves capable of exercising it. Thus interest them in your plans, and make them feel, that they participate in the honor or the disgrace of success or failure.
I have gone much into detail in this chapter, proposing definite measures by which the principles I have recommended, may be carried into effect. I wish, however, that it may be distinctly understood, that all I contend for, is the principles themselves; no matter what the particular measures are, by which they are secured. Every good school must be systematic; but they need not all be on precisely the same system. As this work is intended almost exclusively for beginners, much detail has been admitted, and many of the specific measures here proposed, may perhaps be safely adopted, where no others are established. There may also perhaps be cases, where teachers, whose schools are already in successful operation, may engraft, upon their own plans, some things which are here proposed. If they should attempt it, it must be done cautiously and gradually. There is no other way by which they can be safely introduced or even introduced at all. This is a point of so much importance, that I must devote a paragraph to it, before closing the chapter.
Let a teacher propose to his pupils, formally, from his desk, the plan of writing propositions, for example, and procure his wrapper, and put it in its place;—and what would be the result? Why, not a single paper, probably, could he get, from one end of the week to the other. But let him, on the other hand, when a boy comes to him to ask some question, the answer to which many in the school would equally wish to hear, say to the inquirer:
"Will you be so good as to write that question, and put it on my desk, and then, at the regular time, I will answer it to all the school."
When he reads it, let him state, that it was written at his request, and give the other boys permission to leave their proposals or questions on his desk, in the same way. In a few days, he will have another, and thus the plan may be gently and gradually introduced.
So with officers. They should be appointed among the scholars, only as fast as they are actually needed, and the plan should thus be cautiously carried only so far as it proves good on trial. Be always cautious about innovations and changes. Make no rash experiments on a large scale, but always test your principle in the small way, and then, if it proves good, gradually extend its operation, as circumstances seem to require.
By thus cautiously and slowly introducing plans, founded on the systematic principles here brought to view, a very considerable degree of quiet, and order, and regularity may be introduced into the largest and most miscellaneous schools. And this order and quiet are absolutely necessary, to enable the teacher to find that interest and enjoyment in his work, which were exhibited in the last chapter; the pleasure of directing and controlling mind, and doing it, not by useless and anxious complaints, or stern threats and painful punishments; but by regarding the scene of labor in its true light, as a community of intellectual and moral beings, and governing it by moral and intellectual power. It is, in fact, the pleasure of exercising power. I do not mean arbitrary, personal authority, but the power to produce, by successful but quiet contrivance, extensive and happy results;—the pleasure of calmly considering every difficulty, and without irritation or anger, devising the proper moral means to remedy the moral evil: and then the interest and pleasure of witnessing its effects.
CHAPTER III.
INSTRUCTION.
There are three kinds of human knowledge which stand strikingly distinct from all the rest. They lie at the foundation. They constitute the roots of the tree. In other words, they are the means, by which all other knowledge is acquired. I need not say, that I mean, Reading, Writing, and Calculation.