I do not mean by this illustration, that such a measure as this, would be the only notice that ought to be taken of such an act of wilful disturbance in school. Probably it would not. What measures in direct reference to the fault committed, would be necessary, would depend upon the circumstances of the case. It is not necessary to our purpose, that they should be described here.
The teacher can awaken in the hearts of his pupils, a personal attachment for him, by asking in various ways, their assistance in school, and then appearing honestly gratified with the assistance rendered. Boys and girls are delighted to have what powers and attainments they possess, brought out into action, especially where they can lead to useful results. They love to be of some consequence in the world, and will be especially gratified to be able to assist their teacher. Even if the studies of a turbulent boy are occasionally interrupted for half an hour, that he might help you arrange papers, or rule books, or cut the tops of quills, or distribute exercises, it will be time well spent. Get him to co-operate with you in any thing, and he will feel how much pleasanter it is to co-operate, than to thwart and oppose; and by judicious measures of this kind, almost any boy may be brought over to your side.
Another means of securing the personal attachment of boys, is to notice them,—to take an interest in their pursuits, and the qualities and powers which they value in one another. It is astonishing what an influence is exerted by such little circumstances, as stopping at a play ground a moment, to notice with interest, though perhaps without saying a word, speed of running,—or exactness of aim,—the force with which a ball is struck,—or the dexterity with which it is caught or thrown. The teacher must, indeed, in all his intercourse with his pupils, never forget his station, nor allow them to lay aside the respect, without which authority cannot be maintained. But he may be, notwithstanding this, on the most intimate and familiar footing with them all. He may take a strong and open interest in all their enjoyments, and thus awaken on their part, a personal attachment to himself, which will exert over them a constant and powerful control.
(3.) The efforts described under the last head, for gaining a personal influence over those, who from their disposition and character are most in danger of doing wrong, will not be sufficient entirely to prevent transgression. Cases of deliberate, intentional wrong will occur, and the question will rise, what is the duty of the teacher in such an emergency? When such cases occur, the course to be taken is, first of all, to come to a distinct understanding on the subject with the guilty individual. Think of the case calmly, until you have obtained just and clear ideas of it. Endeavor to understand precisely in what the guilt of it consists. Notice every palliating circumstance, and take as favorable a view of the thing as you can, while, at the same time, you fix most firmly in your mind the determination to put a stop to it. Then go to the individual, and lay the subject before him, for the purpose of understanding distinctly from his own lips, what he intends to do. I can however, as usual, explain more fully what I mean, by describing a particular case, substantially true.
The teacher of a school observed, himself, and learned from several quarters, that a certain boy was in the habit of causing disturbance during time of prayer, at the opening and close of school, by whispering, playing, making gestures to the other boys, and throwing things about from seat to seat. The teacher's first step was, to speak of the subject, generally, before the whole school, not alluding, however, to any particular instance which had come under his notice. These general remarks produced, as he expected, but little effect.
He waited for some days, and the difficulty still continued. Had the irregularity been very great, it would have been necessary to have taken more immediate measures, but he thought the case admitted of a little delay. In the meantime, he took a little pains to cultivate the acquaintance of the boy, to discover and to show that he noticed what was good in his character and conduct, occasionally to get from him some little assistance, and thus to gain some personal ascendancy over him.
One day, when every thing had gone smoothly and pleasantly, the teacher told the boy, at the close of school, that he wanted to talk with him a little, and asked him to walk home with him. It was not uncommon for the teacher to associate thus, with his pupils, out of school, and this request, accordingly, attracted no special attention. On the walk, the teacher thus accosted the criminal.
"Do you like frank, open dealing, James?"
James hesitated a moment, and then answered faintly, "Yes sir."
"Most boys do, and I do; and I supposed that you would prefer being treated in that way. Do you?"