regard to the subject. Various opinions they have heard expressed.
Difficulties they have in regard to proper ways of spending the
Sabbath.
(8.) We have one other method to describe, by which a favorable moral influence may be exerted in school. The method can, however, go into full effect, only where there are several pupils who have made considerable advances in mental cultivation.
It is to provide a way, by which teachers and pupils may write, anonymously, for the school. This may be done by having a place of deposit for such articles as may be written, where any person may leave what he wishes to have read, nominating, by a memorandum, upon the article itself, the reader. If a proper feeling on the subject of good discipline, and the formation of good character, prevails in school, many articles, which will have a great deal of effect upon the pupils, will find their way through such an avenue, once opened. The teacher can himself often bring forward, in this way, his suggestions, with more effect than he otherwise could do. Such a plan is, in fact like the plan of a newspaper for an ordinary community, where sentiments and opinions stand on their own basis, and influence the community just in proportion to their intrinsic merits, unassisted by the authority of the writer's name, and unimpeded by any prejudice which may exist against him. In my own school, this practice has had a very powerful effect. I have, myself, often thus anonymously addressed my pupils, and I have derived great assistance from communications which many of the pupils have written. Sometimes we have had full discussions of proposed measures, and at others, criticisms of the management of the school, or of prevailing faults. Sometimes good humored satires, and sometimes simple descriptions. 'Tis true the practice is not steadily kept up. Often, for months together, there is not an article offered. Still the place of deposit remains, and, after a time, some striking communication is made, which awakens general attention, and calls out other pens, until the fifteen minutes, corresponding to the afternoon General Exercise, in the plan provided in a preceding chapter, (which is all which is allowed to be devoted to such purposes,) is not sufficient to read what is daily offered. Of course, in such a plan as this, the teacher must have the usual editorial powers, to comment upon what is written, or to alter or suppress it at pleasure.[A]
[Footnote A: The following articles, which were really offered for such a purpose, will serve as specimens. One or two were written by teachers. I do not know the authors of the others. I do not offer them as remarkable compositions: every teacher will see that they are not so. The design of inserting them is merely to show that the ordinary literary ability to be found in every school, may be turned to useful account, by simply opening a channel for it, and to furnish such teachers as may be inclined to try the experiment, the means of making the plan clearly understood by their pupils.
MARKS OF A BAD SCHOLAR.
"At the time when she should be ready to take her seat at school,
she commences preparation for leaving home. To the extreme
annoyance of those about her, all is now hurry and bustle and ill
humor. Thorough search is to be made for every book or paper, for
which she has occasion; some are found in one place, some in
another, and others are forgotten altogether. Being finally
equipped, she casts her eye at the clock, hopes to be in tolerable
good season, (notwithstanding that the hour for opening the school
has already arrived,) and sets out, in the most violent hurry.
After so much haste, she is unfitted for attending properly to the
duties of the school, until a considerable time after her arrival.
If present at the devotional exercises, she finds it difficult to
command her attention, even when desirous of so doing, and her
deportment at this hour, is accordingly marked with an unbecoming
listlessness and abstraction.
When called to recitations, she recollects that some task was
assigned, which till that moment, she had forgotten; of others she
had mistaken the extent, most commonly thinking them to be shorter
than her companions suppose. In her answers to questions with which
she should be familiar, she always manifests more or less of
hesitation, and what she ventures to express, is very commonly in
the form of a question. In these, as in all exercises, there is an
inattention to general instructions. Unless what is said be
addressed particularly to herself, her eyes are directed towards
another part of the room; it may be her thoughts are employed about
something not at all connected with the school. If reproved by her
teacher, for negligence in any respects, she is generally provided
with an abundance of excuses, and however mild the reproof, she
receives it as a piece of extreme severity.
Throughout her whole deportment, there is an air of indolence, and
a want of interest in those exercises which should engage her
attention. In her seat, she most commonly sits in some lazy
posture;-either with her elbows upon her desk, her head leaning
upon her hands, or with her seat tipped forwards or backwards. When
she has occasion to leave her seat, it is in a sauntering,
lingering gait;-perhaps some trick is contrived on the way, for
exciting the mirth of her companions.
About every thing in which it is possible to be so, she is untidy.
Her books are carelessly used, and placed in her desk without
order. If she has a piece of waste paper to dispose of, she finds
it much more convenient to tear it into small pieces, and scatter
it about her desk, than to put it in a proper place. Her hands and
clothes are usually covered with ink. Her written exercises are
blotted, and full of mistakes."
THE CONSEQUENCES OF BEING BEHINDHAND.
"The following incident, which I witnessed on a late journey,
illustrates an important principle, and I will relate it.
When our steamboat started from the wharf, all our passengers had
not come. After we had proceeded a few yards, there appeared among
the crowd on the wharf, a man with his trunk under his arm,-out of
breath,-and with a most disappointed and disconsolate air. The
Captain determined to stop for him, but stopping an immense
steamboat, moving swiftly through the water, is not to be done in a
moment. So we took a grand sweep, wheeling majestically around an
English ship, which was at anchor in the harbor. As we came towards
the wharf again, we saw the man in a small boat, coming off from
it. As the steamboat swept round, they barely succeeded in catching
a rope from the stern, and then immediately the steam engine began
its work again, and we pressed forward,-the little boat following
us so swiftly, that the water around her was all in a foam.
They pulled upon the rope attached to the little boat, until they
drew it alongside. They then let down a rope with a hook in the end
of it, from an iron crane, which projected over the side of the
steamboat, and hooked it into a staple in the front of the small
boat. "Hoist away;" said the Captain. The sailors hoisted, and
the front part of the little boat began to rise, the stern still
ploughing and foaming through the water, and the man still in it,
with his trunk under his arm. They "hoisted away," until I began to
think that the poor man would actually tumble out behind. He clung
to the seat, and looked as though he was saying to himself, "I will
take care how I am tardy the next time." However, after awhile,
they hoisted up the stern of the boat, and he got safely on board.
Moral. Though coming to school a few minutes earlier or later,
may not in itself be a matter of much consequence, yet the habit of