though I always ascertained and noticed every thing that was wrong, I took much more notice of the cases of success than of failure. In securing obedience slight transgressions must receive special but not severe attention; but in endeavoring to exert a moral influence upon the motives of the heart it is much easier and pleasanter to allure to what is right than to drive from what is wrong. When such an experiment as this has been tried, if it has been successful, a great point has been gained. The pupil has tasted a new pleasure-the happiness of voluntary effort in doing duty. From acting as he had heretofore been accustomed to act, in entire dependence on the watchfulness and care of his teacher, he has advanced to the dignity of self-control. He begins to feel that it is degrading to him to be watched like an infant, and to be regarded incapable of moral effort. If the succeeding steps in the series are skilfully taken—and the process is not urged too fast-the pupil will soon find a new pleasure in the voluntary discharge of duty,-in meeting and resisting temptation,-in receiving proofs of confidence and showing himself worthy of the trust. When these feelings are once made prevalent in a school, they may easily be turned to the attainment of any moral object. The taste for moral improvement and the feeling of moral power is formed, and all that is now necessary is for the teacher to go steadily forward, presenting one duty after another, and bringing his pupils into circumstances where they have opportunity to perform the duties, and to resist the opposing temptations. He must watch them in all their course. No general directions can supply the place of ngenuity on his part-or of untiring fidelity. I have selected interest in the good order of the school as one subject, and as perhaps the most favorable one for the commencement of the teacher's efforts to inspire his pupils with a love of moral effort and self-control. The interest of the pupils may, on this subject, by skilful cultivation, be carried to a great extent, so that nearly all the arrangements of the school may be delegated to them, and entrusted to their care. If this is done however it must be the distinct understanding that the power is from the teacher; that he and not the pupil is the fountain of power, and he can at any time resume all that he has conferred. In my own practice this system is pursued. Almost every question which occurs in the administration of the school is referred to the scholars for decision. They however very distinctly understand that whatever power they thus exercise is power delegated from me to them; that I can at any time resume it, or suspend it, and alter, annul or reverse their decisions. The manner in which the business is arranged is this. During the day any pupil is at liberty to write upon a slip of paper, any question relating to the general business of the school any proposal for new regulations in any respect, or a modification of those already existing,—or to express her dissatisfaction with of any of the arrangements of the school, or of any practice prevailing in it. These propositions, as they are technically called, are at the close of the school brought to me, They are read aloud. The questions are answered,—motions are put,-plans suggested are approved or condemned, either by myself or by referring them to a general vote, according to the nature of the case. This simple practice has more effect in making me acquainted with the state of opinion and feeling in school, in interesting the scholars in the successful operation of my plans, and in preserving order and regularity, than all which I do beside. That the audience may the more fully understand the practical application of the system, I will read the Propositions which came before the school on the day when this paragraph was penned. That it may be fully understood, that this is a specimen of the ordinary operation of the system, I ought to state that these remarks were written in the morning, with the resolution of inserting the Propositions of that day before I knew what they were to be. Proposed, That a committee be chosen out of the first class of composition, to correct the compositions of the second class, Mr. Abbott, Will you please to explain to us how the attraction of the moon can make tides. Proposed, That a new pasteboard be placed in each stationary desk bearing the label, Miscellaneous Questions, or something of the kind; for some of the scholars have frequently wished to ask questions on philosophical and other subjects, but as they seemed hardly appropriate to the proposition paper, they have omitted to make enquiries of this nature. Mr. Abbott, How can I do any thing to prevent my little sister telling lies? Proposed, That a new class be formed in geometry, as some would like to begin. Some individuals will undoubtedly think that in reading these papers I go into unnecessary details. Perhaps it is so. But when I sit listening to the lectures of the other gentlemen, I always welcome with peculiar interest every approach to circumstantial detail. I hunger and thirst after practical and particular information. I want to look through the lecturer into his school to see and to hear what transpires there—what his plans are in their detail, how they operate and what is their success; and I am of opinion that such particularity, if we will but adopt it, will be far more interesting and profitable than any general speculations however important and just. The number of papers is usually much greater each day. It varies from five to twenty. Twenty minutes is regularly appropriated to reading them, and disposing of the business brought up. This general subject--interesting the pupils in the regular and orderly operation of the school-I have thus dwelt upon, because I have considered it as the easiest field to cultivate, the one by which the pupil may most readily be led to commence the habit and to taste the pleasure of self-control. If the scholars can become really interested in the success and prosperity of the school, so as to feel that a part of the responsibility rests upon them, and to be willing to make effort, and submit to self-denial spontaneously-for the promotion of the general good-they are prepared for higher moral efforts, in more difficult spheres. The teacher has obtained possession of the reins by which the heart, the conscience, the moral principle is to be guided. The progress of this discussion leads us very evidently now to enquire into the particular means of carrying forward the pupil to the possession of the various virtues which ought in early life to be cherished. Love of truth, justice, kindness, decision and firmness, courage, both physical and moral, filial affection, industry, are all to receive their special attention, and there are special plans appropriate to each. These particular topics, cannot however, in this first lecture on moral education before this body, be discussed. It is to be hoped that they will each hereafter receive a separate and thorough consideration, by being assigned to other hands. I will however before dismissing the subject describe a method which has been pursued with great advantage in my own and in some other schools. My pupils call it, from the day on which it occurs, the Saturday exercise. It was briefly described some months since in the Annals of Education. Some subject of a moral nature is assigned, and at the appointed hour small strips of paper of uniform size are distributed among the scholars, upon which those who choose write a sentence or two relating to the subject in hand. One makes a remark, another relates an anecdote,-a third asks a question, a fourth states a fact,—and thus for ten minutes almost every pen is busy. These brief productions are then all collected, brought to me and read aloud, with such remarks upon each as may seem proper. This method makes the teacher more fully acquainted with the condition of his school, and the real faults and temptations of his scholars than almost any other mode. Perhaps disobedience to parents is the subject. If so, disobedient acts of every possible variety are presented. Practices not before known to be prevalent, are mentioned by many independent writers. Deception at school may be the topic, and if the scholars have before voted to be frank, and if the teacher, by his mildness of character and interest in his scholars, has secured their affection, almost every artful contrivance or subterfuge will be brought to view. Once I took bad management by teachers for the topic, inviting the pupils to scan my administration with the same severe scrutiny as that to which their conduct is subjected. The following list of topics which have come up in discussion in this way will show the extent to which the plan may be carried. Bad conduct at home. Generosity. Decision. Diffidence and forwardness. Management of younger brothers or sisters when intrusted to our care. Biting the the nails, and plans to correct the habit. Order. Selfishness. Flattery. Games and plays. Quarrelling. It will be at once perceived that the catalogue might be carried to any extent among the list of vices and virtues-of traits of character and personal habits. But I must bring these remarks abruptly to a close. No one would expect in a single lecture a full detail of the system of measures to be pursued to form the moral habits of the pupils of a school. If my remarks shall be the means of inducing those teachers, who have not hitherto made this a subject of direct attention, immediately to commence some plans for the accomplishment of this object, it is all which I can expect or desire. The work can only be advanced in various schools by the individual genius and skill of the teachers. There must be in the generation which is to come upon the stage, a greater portion of social virtue than will come spontaneously, or the dangers which even now threaten our country will thicken into deeper and deeper gloom. To be mild and gentle in spirit, kind and conciliatory in temper and conduct, and submissive to proper authority, are not the natural characteristics of Americans. The stern unbending spirit of freedom which prevails in this land is with difficulty retained in union with the gentler and more peaceful virtues of social life. We must then earnestly exert ourselves to sustain the latter, or else this extended government over our immensely varied country |