So long since was this little occurrence, that I have entirely forgotten the name of the teacher, and have not the slightest recollection of any other act in his administration of the school. But this recollection of his first greeting of his pupils, and the expression of his countenance at the moment, will go with me to the end of life. So strong are first impressions.
Be careful, then, when you first see your pupils, that you meet them with a smile. I do not mean a pretended cordiality, which has no existence in the heart, but think of the relation, which you are to sustain to them, and think of the very interesting circumstances, under which, for some months at least, your destinies are to be united to theirs, until you cannot help feeling a strong interest in them. Shut your eyes, for a day or two, to their faults, if possible, and take an interest in all their pleasures and pursuits, that the first attitude, in which you exhibit yourself before them, may be one, which shall allure, not repel.
2. In endeavoring to correct the faults of your pupils, do not, as many teachers do, seize only upon those particular cases of transgression, which may happen to come under your notice. These individual instances are very few, probably, compared with the whole number of faults, against which you ought to exert an influence. And though you perhaps ought not to neglect those, which may accidentally come under your notice, yet the observing and punishing such cases, is a very small part of your duty.
You accidentally hear, I will suppose, as you are walking home from school, two of your boys in earnest conversation, and one of them uses profane language. Now, the course to be pursued in such a case, is most evidently, not to call the boy to you, the next day, and punish him, and there let the matter rest. This would perhaps be better than nothing. But the chief impression which it would make upon the individual, and upon the other scholars, would be, "I must take care how I let the master hear me use such language again." A wise teacher, who takes enlarged and extended views of his duty, in regard to the moral progress of his pupils, would act very differently. He would look at the whole subject. "Does this fault," he would say to himself, "prevail among my pupils? If so, how extensively?" It is comparatively of little consequence to punish the particular transgression. The great point is, to devise some plan to reach the whole evil, and to correct it, if possible.
In one case, where such a circumstance occurred, the teacher managed it most successfully, in the following way.
He said nothing to the boy, and in fact, the boy did not know that he was overheard. He allowed a day or two to elapse, so that the conversation might be forgotten, and then took an opportunity, one day, after school, when all things had gone on pleasantly, and the school was about to be closed, to bring forward the whole subject. He told the boys that he had something to say to them, after they had laid by their books, and were ready to go. The desks were soon closed, and every face in the room was turned towards the master, with a look of fixed attention. It was almost evening. The sun had gone down. The boys' labors were over. The day was done, and their minds were at rest, and every thing was favorable for making a deep and permanent impression.
"A few days ago," says the teacher, when all was still, "I accidentally overheard some conversation between two of the boys of this school, and one of them swore."
There was a pause.
"Perhaps you expect that I am now going to call the boy out, and punish him. Is that what I ought to do?"
There was no answer.
"I think a boy who uses bad language of any kind, does what he knows is wrong. He breaks God's commands. He does what he knows would be displeasing to his parents, and he sets a bad example. He does wrong, therefore, and justly deserves punishment."
There were, of course, many boys, who felt that they were in danger. Every one, who had used profane language, was aware that he might be the one, who had been overheard, and, of course, all were deeply interested in what the teacher was saying.
"He might, I say," continued the teacher, "justly be punished, but I am not going to punish him; for if I should, I am afraid that it would only make him a little more careful hereafter, not to commit this sin when I could possibly be within hearing, instead of persuading him, as I wish to, to avoid such a sin, in future, altogether. I am satisfied that that boy would be far happier, even in this world, if he would make it a principle always to do his duty, and never, in any case, to do wrong. And then when I think how soon he, and all of us will be in another world, where we shall all be judged for what we do here, I feel strongly desirous of persuading him to abandon entirely this practice. I am afraid that punishing him now, would not do that."
"Besides," continues the teacher, "I think it very probable that there are many other boys in this school, who are sometimes guilty of this fault, and I have thought that it would be a great deal better and happier for us all, if, instead of punishing this particular boy, whom I have accidentally overheard, and who probably is not more to blame than many other boys in school, I should bring up the whole subject, and endeavor to persuade all to reform."
I am aware that there are, unfortunately, in our country, a great many teachers, from whose lips, such an appeal as this, would be wholly in vain. The man who is accustomed to scold, and storm, and punish, with unsparing severity, every transgression, under the influence of irritation and anger, must not expect that he can win over his pupils to confidence in him, and to the principles of duty, by a word. But such an appeal will not be lost, when it comes from a man, whose daily and habitual management corresponds with it. But to return to the story:
The teacher made some farther remarks, explaining the nature of the sin, not in the language of execration, and affected abhorrence, but calmly, temperately, and without any disposition to make the worst of the occurrence which had taken place. In concluding what he said, he addressed the boys as follows:
"Now boys, the question is, do you wish to abandon this habit, or not; if you do, all is well. I shall immediately forget all the past, and will do all I can to help you resist and overcome temptation in future. But all I can do, is, only to help you; and the first thing to be done, if you wish to engage in this work of reform, is, to acknowledge your fault; and I should like to know how many are willing to do this."
"I wish all those who are willing to tell me whether they use profane language, would rise."
Every individual but one, rose.
"I am very glad to see so large a number," said the teacher; "and I hope you will find that the work of confessing and forsaking your faults, is, on the whole, pleasant, not painful business. Now those who can truly and honestly say, that they never do use profane language, of any kind, may take their seats."
Three only, of the whole number, which consisted of not far from 20, sat down. It was in a sea-port town, where the temptation to yield to this vice is even greater, than would be, in the interior of our country, supposed possible.