PRACTICAL
SCHOOL DISCIPLINE

INTRODUCTORY

COURSE

BY

RAY C. BEERY

A. B. (Columbia), M. A. (Harvard)

PRESIDENT OF

INTERNATIONAL ACADEMY OF DISCIPLINE

PLEASANT HILL, OHIO, U. S. A.

Copyrighted, 1916, by

RAY C. BEERY

Copyrighted, Great Britain, 1916

ALL RIGHTS RESERVED

CONTENTS

PREFACE

From the first sting of a blackboard pointer received at the hand of a primary teacher for a slight overflow of energy, to the last serious fracture of discipline which I recall in High School, I pondered over the methods used by my teachers and talked with others, frequently, about this matter of discipline.

Very often after observing an extremely annoying day for a teacher, who seemed to think that all trouble was due to the pupils, I would feel like rising in my seat, half through sympathy and half through disgust, and shouting, “Teacher, it’s all wrong. We pupils are human. There are ways of appealing to us and getting the results you want, if only you apply the right methods.”

The solving of various problems of discipline for the purpose of helping teachers to accomplish their tremendous task, has always appealed to me very much, but it was not until my Senior year in High School that I seriously considered making the study of discipline my life-work.

It was the result of observing closely every day for four years, the different methods used by two High School instructors and, most important of all, the consistent results of those methods which convinced me that the subject of discipline could be analyzed.

The course, which you are starting to read, is the result of long observation, careful study and constant thought in this important field. The subject has resolved itself into a very few fundamental principles, the proper application of which will invariably get results in the right direction.

There are no cut and dried rules with which all school-room problems can be met; yet, the wise experience of hundreds of teachers has taught that there are certain principles which can be safely followed and the application of which will unfailingly increase the teacher’s success in dealing with troublesome problems.

Not only are the fundamental principles fully explained and made simple, but there are definite concrete school-room problems given, together with the safest treatment to apply. The problems are real. They have presented themselves many times and will continue to present themselves as long as schools exist.

Correct methods are given to meet the most perplexing situations as well as the petty though annoying troubles that troop through each school day. Each method presented has been tested and tried and found to get good results.

The application of the methods presented in this course will also have a lasting effect on the lives of those disciplined. This is an aim which, indeed, must underlie all true discipline.

The language and phraseology used is that which can be understood by the most humble teacher. In speaking of the teacher always in the masculine, I have followed the custom of the specialists. “He” will mean usually “he or she.”

In preparing this course, I have constantly kept in mind the thousands of teachers in every quarter of the land—North, South, East and West—who are laboring in one-room schools where they are moulding the characters of boys and girls who will be the men and women of tomorrow; men, who will guide the destiny of the state and women to be fit mothers of a greater race. The teachers whose labors are in the rural hamlets and the larger villages have been remembered; also those whose tasks are more manifold in the busy city where school-room problems are varied and complex.

This course is prepared to meet an almost universal demand. Teachers, like all other practical human beings, are eager for concrete information and ideas which they can apply. Any information at all which makes for better discipline is, by the worthy teacher, considered quite worth while.

R. C. B.

“In schools and colleges, in fleet and army, discipline means success, and anarchy means ruin.”

(Froude.)

“One in charge of children can not

know TOO much about them.”

Introductory Course

Teaching school means infinitely more than the mere giving of lessons in reading, writing and arithmetic. It means the moulding of human lives and characters. The amount of good which a single enlightened teacher may do for humanity can hardly be over-estimated. Children of all grades look upon their teachers in a certain sense as heroes whom they admire and emulate. Great, therefore, is the teacher’s responsibility.

Conduct and Discipline

Not only is the teacher a great moral force in the school and community but certain of his traits and habits are so very closely related to discipline that the first part of the book is devoted exclusively to “The Teacher.”

The teacher should have a very definite code of morals—a code of morals that is in no sense vague or indefinite or weak. He should not be undecided even about small details relating to the moral code. Children admire strong characters. They are quick to detect weakness.

This Course presents a code of morals for the teacher which is very concrete. The teacher will consider it most sensible because every idea is grounded on sound and logical reasons. This part of the Course, in presenting reasons along with the detailed and definite code of morals should help every teacher who reads it. Even though you are now leading a strong, influential life, reading this part of the Course will strengthen your convictions and in that way help you to be yet stronger.

School Surroundings and Discipline

It can not be denied that every factor in the child’s surroundings has some influence upon him. It would be difficult to introduce principles of order and system into a child’s school work, if that child were surrounded by disorder in the school-room equipment. We all know that the appetizing effect of a luncheon is heightened by cleanliness, the taste with which the luncheon and the dishes are arranged, even the mode of serving the food and the general appearance of the room. Comparatively few teachers realize the relation of the school surroundings to discipline. The second part of the book is devoted to “The School.” This part of the Course discusses various factors in the surroundings which the teacher may control, and suggests many things about the room equipment which will greatly aid him in securing good work and order.

Every teacher, in dealing with pupils, should have well fixed in his mind the true province and end in discipline. The third division of this book is devoted to “The Province and End in Discipline,” which is an extremely important discussion. No idea is less understood than is discipline. In its restricted meaning and application, it means far too little. Discipline permeates most thoroughly every activity of humankind. Every avenue of progress owes its measure of success to the measure of discipline found therein. Could discipline come into its own province and manifest its fullest force, there evidently would be no need of penal institutions, courts of justice and other reformatory measures. Far too many teachers believe their work in the school-room well done and designate themselves as good disciplinarians if they have managed to get through the school year without any more serious difficulty than having to administer a whipping or two, or perhaps, suspend a pupil for a week or ten days. To call this discipline is indeed deplorable.

The True End in Discipline

Some teachers on being asked, “What is the end to be sought in discipline?” have answered, “Good order.” Others have answered, “Quietness such that lessons may be studied.” But these are mere conditions of successful school work and are not at all ends to be attained in discipline. The teacher who thinks of these conditions as being the ends in discipline is not only liable to use improper means, but will be satisfied with a mere semblance of success. The true end of discipline is none other than the acquirement of self-control. This includes six very definite things which are explained in Part Three.

It is the failure to understand the nature of children, which causes so much friction and trouble with them. By “nature,” we do not mean merely the child’s disposition, as this view is far too narrow. Let us clearly explain, in the next few paragraphs, the distinction between individual disposition and fundamental nature.

An Important Distinction

It is true, popular lecturers often bore us by speeches in which they emphasize over and over the necessity of knowing the disposition of our individual child. Of course, it is helpful to know the individual disposition; but the mistaken emphasis placed upon this detail as compared with really knowing the general and fundamental nature of children is indeed astounding.

A case was reported to us not long ago of a child-lecturer who chanced to be confronted with a practical situation. Little “George,” his son, was near a newspaper in the drawing-room. The gentleman asked George to bring the newspaper to him. George refused. The command was repeated. “George, bring me the newspaper.” George refused. He again gave more commands, in a louder tone of voice while George laughed at him. The lecturer then started over to him and George ran behind a table. The man soon managed to seize the boy’s hand and escorted him over to the newspaper, whereupon he again commanded him to pick up the paper. George refused. The gentleman took the boy’s hands and tried to force them to grasp the newspaper but George’s fingers were lax. At this moment, George received a keen slap on the side of the face. He was then told to pick up the paper and he did so. Why? Merely through fear? (The fallacy of this method will be discussed later on.)

The point of the above illustration is this: That man would treat all of ten thousand other children in precisely the same way as he did George if they refused to obey him. And yet this same lecturer is continually going before mothers’ clubs and admonishing them thus: “Mothers, mothers—know your individual child.” If his doctrine is so important, why does he not practice what he preaches? A man or woman, parent or teacher, who can not get a child to obey, without slapping him or threatening him, has something fundamental to learn about child training. This man not only failed to be influenced by the boy’s individual disposition but he showed by his method that he did not understand the fundamental nature of children.

To explain further the distinction between individual disposition and fundamental nature, you have in your room five pupils: Ralph, Charley, Miriam, Fay and Helen. Let us assume that these pupils are as different in disposition as it is possible for them to be. Ralph is pessimistic, secretive and has a bad temper. Charley is optimistic, frank and very amiable. Miriam and Fay have certain other opposite characteristics and Helen is in a class by herself—overbearing, spiteful, high tempered and hard to approach.

Now what shall we do? Must we use a fundamentally different method on each of these pupils in order to reach the same result? By no means. While these five pupils have characteristics which are distinctly their own and different from each other, yet they have precisely the same instincts underlying their actions. They have the same individual instincts, the same adaptive instincts, the same social instincts, the same regulative instincts and the same parental instincts. If we appeal to the same instinct in one child that we appeal to in another we will get a similar result. The expression will not be exactly the same, of course. One child may react more quickly than another or with more enthusiasm but nevertheless the response will be similar. For example, if I do something which Ralph sees is going to push forward his own interests: if I praise Ralph for something which he has done, he will react in the same direction as will Charley, Miriam, Fay and Helen when I appeal to the same instinct in them, such as their instinctive desire for approval.

Instead of only five pupils, we might take a hundred or a thousand pupils, each one having a disposition slightly different from all the others. Their natures are all based upon certain fundamental instincts common to the race. Therefore, it is this fundamental nature of the pupil which we must know. The disposition of the particular pupils is a matter of detail as compared with the deep-seated and essential nature and will not trouble us much after we have learned the fundamental principles of child supervision, because all children have the same natural instincts and, in applying principles, we appeal to these instincts. Part Four of this book is devoted exclusively to the naming and explaining of these great fundamental principles.

A teacher who thoroughly understands each of these principles is in possession of information that is really invaluable in discipline. It would be well for each teacher to read over these important principles several times during the school year. The reading can not fail to aid in getting better discipline.

The best possible way to acquire skill in discipline is to study a great variety of typical examples. In fact, the author has planned other volumes devoted exclusively to concrete cases of discipline.

By a concrete case is meant an interruption or annoyance caused by one or more pupils at a given time, which must be dealt with by the teacher in one way or another.

Very often a teacher, after observing the results of a certain method, will look back and say, “If I had that to do over again, I would treat the case differently.” Perhaps he has asked a child a question which, on account of the embarrassing circumstances, caused him to tell a falsehood; perhaps he has tried to force obedience instead of attaining the end in a better way. These and dozens of other cases might be suggested which often confront a teacher and unless he has correct ideas about disposing of them when they arise, he will have no small amount of trouble before the year is over. That teacher is almost sure to fail who waits for the occasion to select a method instead of preparing beforehand for different emergencies.

Treatment of Cases According to Age

The proper decision in cases of discipline is so extremely important that the cases which may arise in each grade should be treated separately. For example, all the problems which may present themselves to the first grade teacher may be recorded under the head “First Grade” and the remedy given for each case. The same is true of the second grade and so on through the High School. Special and very definite instructions should be framed for the proper discipline of pupils of various ages in the same room of the country school.

The methods must be safe methods. Some times an unenlightened teacher will use a method which not only fails to get good results but which actually aggravates the trouble. The very nature of the methods given in this Course is such that a teacher may be sure the best possible plan is being employed, viewed from the standpoint of positive good results that will surely follow.

The teacher will find it a great source of pleasure to have the subject of discipline so well in mind and so thoroughly analyzed and thought out that when a case arises, he can not only apply a method which he thinks is right but one which he knows is right.

Oftentimes, a teacher is confronted with such a difficult situation that no matter what method is applied, good results will not be seen immediately. In such cases it is extremely assuring for a teacher to know that the particular method which he has applied is the best possible method that could be used in that situation.

In the treatment of all cases, not only are the correct methods outlined in detail, but fundamental reasons should be given showing why the method suggested is the best in each case. In the treatment of all cases, applications are to be made of the fundamental principles.

There are not a few teachers, as well as parents, who continue to use physical force in attempting to govern. It is indeed appalling how blind some people are on matters of discipline.

They will get poor results repeatedly from applying a given method and yet they fail to see that their child’s bad behavior is due to their own faulty method. Why do not parents think about changing their own method which causes the child to misbehave instead of forever blaming the child? This is a question that is not easy to answer. Business men, after finding that a certain form of advertising does not pay, discontinue that form of advertising and yet they are not half so reasonable in their own homes.

For instance, it is a common occurrence for a parent to flog a child for telling a falsehood. The child continues to tell falsehoods one day after another and the parent continues to use the punishing method. Seldom, if ever, does the parent think of changing his method.

Often, when interviewing parents about a child, they will offer some reason for punishing which to them seems perfectly sound but they ignore the fact that fear of punishment is one of the chief causes of falsifying and that to punish for a known falsehood today makes the child more secretive tomorrow.

Many persons likewise, base obedience upon fear of punishment. Their children know that when they hear a command, they must obey at once or receive a whipping. Here is a logical proposition: If obedience is based upon fear instead of confidence; that is, if the child obeys only through fear, then when fear is gradually removed (at fourteen or fifteen when the child begins to feel the assurance of manhood) obedience naturally becomes weaker. Many parents wonder what is wrong when they lose control of their adolescent boys and girls; yet the reason is perfectly obvious. If obedience is based upon confidence, as it should be, the changes which accompany adolescence will not remove the only basis of obedience, as in the case of fear, but will make the parents’ grasp even more secure.

Many parents are thoughtful enough to have at least their own reason for using a certain method, while others, unfortunately, hardly think at all. They have one method which they attempt to use as a cure for all bad traits as well as for particular misdemeanors. A situation presents itself and because of some pre-conceived notion, the same old remedy is suggested and administered.

What is true of a great many parents in this regard is also true of a great many teachers. If parents and teachers were to try some practical tests in discipline, keep a record on paper of the treatment of certain offenses followed immediately by the obvious results of those methods, and then draw reasonable conclusions at the end of a week or a month, they would have something valuable to work upon.

Most educators advise the use of corporal punishment as a last resort, yet far too many teachers in carrying out this advice really use it not only as a last resort but as a first, last and only resort. Here is the situation—in fact, a very common situation for a teacher who does not have the confidence of his pupils. A boy is told to do or not to do a certain thing. He openly disobeys. The teacher feels that he must make an example of him and humiliate him at once before the school.

“Let us conclude, then, that the day of corporal punishment as an important agency in school discipline has passed never to return. And let us also conclude that its passing is not yet complete and can not be complete until social customs and prejudices have been thoroughly adjusted to the new order and until effective methods of dealing with acute disciplinary difficulties have been discovered, standardized and made effective by general recognition.”[^[1]]

In this brief Introductory Course, one can not go much into detail on any one point. In regard to punishment, however, this hint is in place. If anyone is interested enough to really find out for himself and settle in his own mind once for all, questions concerning correct discipline, let him personally interview a large number of boys. Let him get some of their views. Let him talk over the matter frankly with some other teacher’s pupils. He will thereby not only enlighten himself as to the best policy about punishing boys but the experience of talking in a confidential way with big-hearted boys (and they will all seem big-hearted if only he assumes that they are) will give him a new inspiration and a more optimistic view about his future discipline in the school-room. He will feel more capable of appealing to the child’s mind and heart and will see less necessity than ever before for having to force even the most stubborn child to do his bidding.

The author’s own view on punishment is this: the more a teacher knows about child nature and correct fundamental principles, the less he will need to use corporal punishment. The aim of this Course is to present the teacher with such concrete information, based upon a correct knowledge of child nature, that its application by the teacher will enable him to succeed in discipline without any corporal punishment whatsoever.

Of course, there will always be exceptions. A certain pupil may be apparently abnormal and extremely hard to govern. But even with the proverbial exception, really surprising things can be accomplished by the application of wise methods.

The aim, stated above, is not unreasonable. The author has clear evidence of this. In his own town, the superintendent of schools went so far as to allow even the pupils to know that he would not punish them with physical pain. He explained why he would not and the result was wonderful, as he expected. Instead of the pupils taking advantage of such a policy, it appealed to them. They respected this superintendent. They realized that he was there to help them and they allowed him to do so.

[1]. W. C. Bagley, School Discipline, p. 194. Macmillan.

A Real Accomplishment

Out of seventy pupils who attended the school at the opening of the term, sixty-seven were in regular attendance throughout the year and two of the three pupils who did drop out had very good outside reasons. This record is astonishing but the discipline in that High School is also remarkable. This superintendent has carried out with wonderful results the principles explained in this Course.

The Common Sense Factor

Some people tell us that teachers are born and not made, that tact is an innate quality. Of course, there is a certain amount of truth in this. It is needless to say that not all teachers can attain the same high degree of efficiency in controlling a school. But to say that a certain teacher can never succeed, because he does not have tact, is to express ignorance of the true nature of tact. Tact can not be entirely separated from knowledge. Tact and common sense increase in direct proportion to the advance of one’s knowledge.

One employs tact when he says and does the right thing at the right time and place. Tact implies skill in dealing with immediate circumstances. Therefore, the more experience one has in dealing with a given circumstance the more proficient he should become. The mind profits by experience. A wise teacher also profits by ideas. If someone relates a case of discipline to you in which tact was used, you can use the same idea in a similar circumstance and you will also be using tact.

For example, a certain teacher on entering a new school in the fall, learns that five or six of the larger boys have been talking on the street about whipping him out, in case he gets “cute.” If this teacher allows his pupils to find out in any way whatever that his mind is bothered about it; if he gets up before the school and attempts to make a speech calling attention to the gossip, he will thereby show very little tact and the offending pupils will most surely cause him more trouble.

On the other hand, suppose that, sometime when he is with the boys, without any evidence of anxiety, he incidentally remarks, “I see no need of trying to correct pupils by whipping them. People have nearly always treated me justly because I have dealt fairly with them.” This is using tact. The boys will not annoy this man; they will respect him.

So with hundreds of cases. Having each instance worked out in detail, the teacher may determine the minute application of good methods. In this way he can avoid harmful schemes and employ only tactful plans.

It is the ignorant teacher who is untactful; it is the wise and well-educated teacher who is tactful. By well-educated, here, is meant educated in proper discipline. A teacher may be a good scholar and yet be poorly trained in controlling a school.

The teacher who is well trained in matters of discipline does not look upon the many so-called puzzling circumstances as problems at all, because they so readily fit into his system of knowledge that he knows at once how to prevent prospective difficulties.

There will never be a day in which you will not use the ideas in this Course, consciously or unconsciously, in one way or another. The ideas presented are fundamental.

There is only one more thought the author wishes to leave with you in this Introductory Course before taking up the instructions in the regular Course. That is this: a child is influenced more by those teachers whom he likes and admires than by those whom he dislikes and who antagonize him. Therefore, it is hoped that each teacher will begin the reading of this Course with a strong conviction and a firm determination to gain from it a means of getting the child’s confidence, which will enable him to be a power for good in guiding young lives aright.

No teacher has attained the greatest joy in his profession until he has received from boys and girls letters of overflowing thanks for past helpfulness. And every teacher will realize this joy who conducts his school in a rational way and who learns methods by means of which he can place discipline upon the natural basis of confidence.

When you have learned the relation of your own conduct to discipline and the relation of your school to discipline; when you have come to realize the real province and true end of discipline; when you have completely learned the great fundamental and universal principles of discipline which work toward this ideal end and finally when you have learned to apply these principles to the dozens of concrete, typical cases with which you will always be confronted in the school-room, then you will be in possession of knowledge that will not only cause you to be sought for by school authorities, to teach in better schools at far better remuneration, but it will enable you to do infinitely more for boys and girls, thus making life itself better for yourself and others.

“What we need more than better brain inheritance is a better and more scientific set of rules for developing the brains that we have, and such rules of procedure should be made the common property of all who are in any way related to rearing and educating children.”[^[2]]

[2]. McKeever, Psychologic Method in Teaching, p. 329.

Confidence

Confidence, that basis of control which is necessary in dealing with a youth who is physically too big to whip, is the best basis for dealing with a child or adult of any age.—R. C. B.

PART ONE
The Teacher

Someone has truthfully said, “Without a teacher there can be no school.” It is a university when a great teacher, like Mark Hopkins, sits on a log with the lad, James A. Garfield, and pours forth his store of knowledge for the eager mind of the backwoods boy. All other elements of a school may be absent, except the teacher, who as a living fountain of knowledge interests the mind of the lad because he possesses those qualifications that are found in the true teacher. The vital factor of the school—be it the humblest one room school; the best one room school; a village school or the many roomed high school in the metropolis of the land—the vital and all-important factor is the teacher. The teacher is the inspiring force in the school-room, bringing light and hope and accomplishing more by influence over the children than by any other means.

The Teacher as a Leader

The teacher must be a leader—a true leader—a leader in social ethics, in private morals, in character-building, in religion, in fact in all that goes to make life worth while. This seems almost too much to demand of the teacher but it should be expected nevertheless, for it is not exaggeration to say that the teacher’s work is the greatest of all tasks. His clay is God’s chosen material. Every great work needs a controlling brain and a true heart and it is to be expected that God’s greatest work needs them in a superlative degree. If they are absent, the school is like a dead body without the vital spark. If the school is without the true and faithful teacher—even though all else be present, the best and most lasting results are impossible. The cry of the hearts of the children is that they be instructed and nourished and, finally, sent into the world fired with a zeal and purpose that will prompt them to the most heroic efforts in the world’s work.

It is the dream of every child to worship some hero, to be held spell-bound by some great life—a life that possesses some traits that appeal to him. The teacher must be the hero; the teacher must embody these traits. The child upon finding such a teacher will do his bidding gladly, will start on any mission at his request, and will be proud to serve the dictates of a master-will—a will influenced by the Divine will. How many men and women will admit that all the good that is in them and the usefulness they manifest, they owe to the example and teaching, or to the memory of some sainted teacher—a teacher who consecrated himself to God, thereby finding his place and wielding his influence over child life for good.

Though the teacher’s task seems to be the most difficult, after all its importance makes it the greatest and best, and what better or higher work is there than to help children and young men and women to a clearer vision of truth, to a nobler sense of duty, to encourage and inspire to higher ideals and motives of life, that are bounded only by eternity? It is the teacher, who at his best, stands between the child and the various experiences that await him. The teacher, from his larger store of knowledge, directs the child towards, and introduces him to, those forms of experience which are especially adapted to bring out and develop the element of perfect control.

Two teachers may use the same mechanism of methods—the one may fail and the other succeed. They may be using the same system of marking and grading, rewarding, and reporting to parents, still the one fails while the other succeeds. Their environments, too, may be the same. The failure of the one is to be sought in the teacher, so too, is the success of the other. The vital need is the proper qualification of the teacher.

“The responsibility of the schoolmaster does not end when the boy leaves school any more than the responsibility of the ship-builder ends on the day of the launch. Each is commissioned to construct a seaworthy vessel, competent to sail either in calm or in stormy seas, and each neglects his duty if he is content merely to build up a fairly handsome structure which will glide gracefully off the ways and keep afloat until the crowd has dispersed.”[^[3]]

[3]. Welton and Blandford, Principles and Methods of Moral Training, p. 173. Warwick and York.

Purpose of Teaching

Perhaps, no more important question should the teacher ask himself than this, “Why am I teaching?” Is it because a brother or sister or parent or friend has taught or is teaching, or because he must earn a livelihood to support himself or family, or because he thinks he loves children, or enjoys instructing, or glories in power, or believes he has ability as a disciplinarian, or considers the work of teaching easy, dignified and above reproach, or the day short, giving time for other pursuits; or is it because he considers teaching a stepping stone to some other life profession, or, as is the case with too many women, employment to tide over the period between graduation from the high school and matrimony; or that he feels he is capable of no other work and is teaching because he believes himself small and fitted for doing a small work; or, does he believe that there is in teaching an opportunity to accomplish great good and to be of valuable service to mankind? There may be some other motive or motives that induce the teacher to undertake his work, but his should be the most worthy purpose. No teacher can expect to do his fullest measure of service and gain that contentment and happiness, that come to the good teacher, if his motive or motives for teaching are not the noblest and best. If any teacher takes up the profession of teaching—the art of arts—his must be a true aim to be of service to mankind. No teacher can successfully control those under his care and teaching, unless he believes that his work is the most vital. His heart and interest must be in his work; otherwise, it is his duty to leave the teaching profession.

Preparation

A requisite of the teacher that can not be overlooked is the ability to teach. It is an unmistakable preface to teaching to have the proper desire to teach. It is to be hoped that the day is not far distant, when all teachers must have a normal training of not less than one year, and that every Normal School be required to cultivate the natural qualities most essential to teachers. Every student entering a Normal School should satisfy his instructors that he possesses superior ability in his chosen profession. The Normal School should be required to recommend, without exception, to other fields of activity, all those who after a sufficient time in the school do not promise to qualify as teachers of ability. One does himself great injustice to enter a profession for which he is not by nature and by training qualified; and a far greater injury is done those who come under his instruction if he is not a natural and trained teacher.

Scholarship

Without a doubt, a most important requisite of the teacher is good scholarship—a thorough knowledge of the subjects to be taught. His knowledge must be not only thorough, but fresh. He, too, must be a broader student of the subjects he teaches than one who merely knows the text he is using. It is evident that a teacher can not teach more than he knows, and often the keen mind of a pupil leaves the realm of the text-book and legitimately inquires into the depths of knowledge. He may embarrass the unprepared teacher, or the teacher whose knowledge of the subject is no broader than the text. The teacher’s preparation must not be superficial, it must be like a fountain—ever fresh and flowing, connecting that which has been passed over and that which is to come. This is an essential element of successful instruction, but many can not see why it should influence discipline.

The teacher who is a deep and inexhaustible fountain of knowledge wins the confidence of his pupils, and whatever increases confidence decreases the necessity of imposed discipline and control, and it is true that whatever decreases the confidence of the pupils in the teacher increases the necessity for outer control. Confidence in the ability and preparation of the teacher is the basis of ready obedience. It is the element that begets a prompt and cheerful yielding of the pupil’s will to the will of the teacher.

The teacher should never cease to be a student. Though he thinks himself thoroughly educated, he should always go over the material which he intends to teach; to this, he should add a wide range of reading outside of the lesson proper, but bearing upon the lesson. In this way he will be able to give to his pupils more than is found in the lesson. The teacher who unceasingly pursues such tactics in the preparation of his work will arouse interest in his classes and interest will secure attention which in turn will produce diligence in study. It is a self-evident principle, that interest on the part of the teacher will produce interest on the part of the pupil and interest will promote application and progress. Many a teacher who has been otherwise weak in the ability to discipline properly, has easily controlled large classes by the interest he has manifested in his work, because he was accurate and full in his instruction.

As a Student of Nature

Aside from the teacher’s thorough preparation and knowledge of the subjects he teaches, he must be well versed in other matters. No teacher can fulfill the measure of his calling, unless he is a lover and student of Nature. This may be difficult for the teacher within the confines of a large city. However, no city is so large, that all phenomena of Nature are shut out and whatever means are at hand, should be used and thoroughly understood. Some tiny park, or well kept front yard, even a stray bird, a sparrow, the rain, the clouds, and the snow flakes are Nature’s property, and where is the teacher who should be unlearned in any of these subjects? For the teacher whose happy lot it is to teach in the rural districts or villages, it would be a shame indeed, if he did not know the every pulse beat of Nature. Could there really be a teacher who could not control a large band of boys and girls, if he were always ready to expound the secrets of the forest, of the seasons, of the air, and put life and breath into all the vast out-of-doors and her varied phenomena?

It is almost a necessity that every teacher should have studied psychology in his preparation for teaching; still the author has been in states where there are no laws concerning this requirement for teachers; there are scores of teachers who have not even read one text in psychology.

Many have been the definitions given of psychology, but in the end they do not differ seriously. Since psychology is the interpretation of human nature, the admission must be made that every teacher should have a clear knowledge of the subject. Psychology will not produce a teacher, it is true, but teachers are compelled to study and to know human nature and the laws governing it, so that common sense methods may be developed. The study of psychology is usually involved in all discussion of methods. The teaching process involves the mind of the child and it is reasonable to demand that the teacher should know the main outlines of modern psychology.

Without further argument, it is apparent that a clear and comprehensive knowledge of psychology is necessary for the teacher. Not alone should the teacher have an understanding knowledge of psychology, but he should read some good texts on psychology and its allied branches every year.

Child Study

No teacher, then, should consider himself educated or prepared to teach who has not given himself some preparation through child study, this greatest of all school subjects, which is simply genetic psychology practically applied. This subject is new, and at best, the teacher who has carefully studied it will know too little. Still there is no excuse for the teacher who does not know something about the following phases of the psychology of children: the child’s soul or mind, acting as memory, imagination and reason; the chief facts concerning the child’s affections, ambitions, motives and ideals; adolescence—physical, mental and moral phases; relations to other children and elders; his sense of humor and responsibility; his moral obligations; his views concerning himself, society, and the local community; his views of Nature; the principles of child growth; the normal height and weight of children; the common defects of children as weak eyes, defective hearing, adenoids, spinal curvature and other ailments that attack childhood; the child’s likes and dislikes and all the activities that most interest him.

No sensible teacher will undertake to teach the child a new subject until he understands just what the child can do. Then it is an evident conclusion that the process of teaching can be elevated above the plane of a haphazard undertaking to that of a systematic science by the teacher who has studied the child in his manifold complexities. It follows then that a teacher’s preparation at its best is not complete until he has a workable knowledge of child psychology.

Reading

The teacher’s preparation is not complete without the reading of good books. Every true teacher is a student, and to make it possible to remain a student he can not neglect reading good books. Reading the best books in every field of the teacher’s work, and even in many other fields for the purpose of gaining new knowledge is a requirement of the teacher that should not be overlooked. In reading for pleasure and recreation, care must be exercised in choosing reading material. Only the best should be selected by the teacher and that which will give the most aid to his work.

The teacher must be a careful reader; he should not hasten through a book, just to be reading. Important passages should be marked. Whatever is of use to the teacher should be correlated to his work to add more to the subject taught. The author in all his reading, even in fiction, has made use of this method—marking all important passages and quotations as he read; then, in the back of the book, he constructed a list of pages where each passage or quotation was to be found. Following the number of the page in his index, he put a brief note, or sometimes only a word to explain the nature of the passage. To illustrate: quotations or passages of general interest were marked (general); a passage bearing upon history, marked (history), etc. When he sought some thought or passage upon a certain subject, it was easy to look to the “homemade” index of the books read and hastily locate such information.

Reading for a Purpose

To the teacher books are companions. He should go to them in time of need. They will give assistance. For recreation they will afford rest, and for information they will prove a never-ending source. Every book the teacher reads, should be read for a purpose. It is a good plan to discuss a book read with a friend or one who has read it and is interested in the line of thought treated. Fiction usually portrays some strong character types, as well as weak character types; these make excellent themes for talks on moods and kindred issues. The wise teacher is always ready to cite some good character study or tell some interesting tale or anecdote bearing upon the subject being studied and taught. When interest lags on a dreary day, or when the entire school seems to have the “blues”—and every teacher knows that there are such times—he can save the situation and avoid embarrassment by narrating some interesting story. Fiction abounds in character portrayals, anecdotes and stories. These can be marked and indexed as to kind as explained above.

The question as to what kind of books a teacher should read may arise. There can be no harm in reading every type of book—books that bear upon every phase of life. However meager a teacher’s income may be or uncertain the place of his abode, he should have a library. The word library does not mean that he must have a hundred or more books. How many great men have had only a Bible, Pilgrim’s Progress, and perhaps a book or two of poems, and yet owned a library far more valuable than is often possessed by the indiscriminate booklover! A few books well read are better than many unread.

It may be well to add this precaution. There are scores of good books bearing upon method, pedagogy and various phases of the teacher’s work. Books written for the teacher are intended to inform, and not to give exact directions for every activity of the teacher. There can be no such book as the latter. It is true, every school bears the same aspects, and fundamental principles underlie the teaching process, but “cut and dried” rules and formulæ can work only for artificial ends. A good book seeks to suggest, and the wise teacher improves every suggestion.

Papers and Magazines

In addition to the reading of good books the teacher should read several good papers and magazines. Here the greatest caution is necessary. This is an age of every kind of journalism, much of it really dangerous, and frequently the most appealing paper or magazine may prove to be the most harmful. It is a safe rule to read those papers and magazines that have been proven worthy by time and use. One good daily is sufficient; in its pages the teacher can scan the activities of the world. This need not take much time. A few minutes each day will be ample. A teacher should avoid sensational murder “writeups,” robberies and articles designed to create curiosity rather than to give facts and information. However, the tried and conservative daily avoids glaring headlines, announcing atrocities of every kind.

What the teacher should know, is what the world is doing in commerce, industry, science, invention, legislation, discovery, religion, arts, manufacturing and those great events which shape history. The teacher who reads papers and magazines for the above purpose will be abreast of the times. He should read one good teacher’s paper. There should be no trouble experienced in finding one as there are numerous excellent magazines published. Yet, care must be exercised, for many teacher’s papers and magazines are nothing less than trash. The editors, like so many business men, hope to reap a harvest of money instead of following the motive of service to their fellow men. A good magazine can not be omitted from the teacher’s reading. While it is true, that much which appears is written only for the remuneration; that is, each issue must be filled and almost anything will do, and many of the stories appeal only to a class of people who will read only the very poorest of literature; still, the teacher need not despair in his choice. He must read that journal the reputation of which has been established and the pages of which are edited by live men and women who are discussing live issues.

In concluding the discussion on the teacher’s preparation, it is obvious from what has been said, that the teacher must always remain a student. He must read to learn; he must investigate to know; he must delve into Nature to learn, and it is not at all absurd for him to study again those books which he faithfully studied during his Normal School training.

The Teacher’s Morals

It seems almost unnecessary to say that a teacher should be moral. It is an important requisite. Although the teacher’s choice of his profession, his ability to teach and his preparation have been discussed first, the reader may consider the teacher’s morality the first requisite. The author can not conceive of a successful teacher, who would possess every essential quality except the quality of being moral. It is a foregone conclusion that a teacher is supposed to be a moral person. While this is true, sad to say there yet remain many teachers whose notions of a moral code are crude. They violate some of the smallest details of the moral code and thereby undermine their success, to say nothing about lessening the service they are attempting to render to mankind. It is not too radical to say that a teacher, above all other professional people must be moral. His idea of a moral code must not be vague; it must not contain conflicting ideas. He, above all, must have definite notions concerning morals. It is true that the term is too generally misused. Many teachers attempt to teach morals in such a way that the pupils have altogether a wrong idea of ethics and consequently, in their daily lives are doing many things that are immoral, still believing that they are shunning that which is not right.

It is the purpose of the following discussion to set the teacher right on what the term “moral” in its strictest sense includes; and what constitutes a breach of morality will be clearly set forth. For many years educators have been examining the moral requisites in a teacher, and there can be no doubt as to the correctness of these ideas. No attempt will be made to generalize, but specific and concrete ideas will be presented. In other words, what is immoral will be discussed in such plain terms that the teacher can easily frame for himself a workable moral code.

Meaning of Moral

At the outset, it will be well to explain the term, moral. Specifically, to be moral is to act in accordance with the laws of right. At once, the conflicting question arises: May not what one considers right another consider wrong? But, this is not a difficult question. It is not what one person or another may think about it; it is what the results will be. The past points unmistakably to the results of all that has been done. In the dictionary of the past can be found the record of the results of every action. Have the results been beneficial and serviceable to mankind, then the action was moral; if the opposite, then the action was immoral. Without further explanation, those actions that injure the individual or society will be regarded as immoral.

It is granted that a teacher should not become intoxicated, or fight, gamble, visit places of doubtful character, associate with persons whose characters are questionable, violate the law in any way, break the Sabbath, swear, or blaspheme, cheat, lie or be guilty of lewd conduct. These are immoral acts. There is no question as to their nature. They are wrong. Still the author has met teachers who committed some of the above wrongs. At a certain board meeting a young man was asked to present his resignation, because he was proven guilty of a grossly immoral act. It is hard to understand why any teacher should even be guilty of minor wrongs, much less, any of the larger offenses against the moral code. It is to be hoped that this book will seldom fall into the hands of any teacher who is so base as to be guilty of a wilful wrong.

It is true that many questionable actions in which men and women indulge themselves, are by them, not always considered wrong. While this may be the case, it becomes necessary to inquire what influence such actions may have or what the results may be. If evil alone can be traced back to such actions, or results that are damaging, then such actions must be conceded to be wrong, and therefore immoral by anyone, however ardent an advocate of the questioned actions he may be.

Now, the application of the above principle to some concrete actions, that are much disputed as to whether they are wrong or not, must tend to satisfy the most doubting mind. If injury can be shown as the result of any action, that action must then be wrong. All must agree to this. Then, the discussion must lead to the results of these disputed actions. The first of these under consideration will be smoking. Every teacher can recall an instance where some boy worshipped a certain man because he found in him all those attributes that make a true man, except that the man smoked. But the boy held him as a hero, and because the man smoked, he believed there could be no harm in it. The influence of the man induced the boy to smoke. The moulding of a human life is the most important work in the world, and if this book can say something that will cause a teacher to feel a keener responsibility in his work and life than ever before, in the fulfilling of his most important position, then it will not have been written in vain.

Consider Weakness of Others

The teacher may argue that no harm came to him from smoking because he smoked moderately, and no harm can come to the boy if he will be moderate. But, the teacher cannot insure this influence of his action. Every sensible teacher must admit that there are not a few instances where positive harm has come to smokers. At this point it is well to say that the pipe, the cigar, chewing tobacco, and the exceptional snuffing of tobacco, are all related closely to the cigarette, which gets most of the blame for the harm done by tobacco. They are all evil and their use is immoral. That no teacher may be in doubt as to whether smoking a cigarette, a cigar or a pipe, or chewing and snuffing tobacco have evil results, it may be advisable to call attention to actual records of many concrete cases; and cases in which much harm has been suffered are not isolated, but are generally distributed. The records of any city superintendent of schools will reveal scores of cases of boys whose minds have been weakened, whose muscular organisms are shattered, whose nervous systems are irresponsive and beyond the boy’s control, in fact, whose entire lives are wrecks, because they indulged in the use of tobacco. Every user of tobacco, at first, is a moderate user, but the evil habit leads to demoralization and excessiveness. Any juvenile judge can cite many instances of boys who were brought into the juvenile court, because their minds were depraved and their passions all out of restraint, because the use of tobacco had had its evil effect upon the boys’ minds. If the reader will concede that some evil comes from the use of tobacco, then the argument is complete; for any action that necessarily has evil results is wrong, therefore, immoral and the teacher has no right to perform that act.

Gossiping

No one questions the fact that gossiping and its attendant indulgences, loafing, are evils. Nevertheless, teachers are too prone to indulge themselves, thereby profoundly influencing their school associates in no good way. It should be above every teacher to gossip about anyone. When the time comes to report an insubordinate or bad pupil to the superintendent or to the board of education, the facts should be told and no more. The teacher—man or woman—has no right to report the evil of one pupil to another pupil or to patrons or parents, even to members of his or her immediate family. A safe rule to follow, is this: “If one can say nothing good about anyone, say nothing at all.” This brings up the question, can a teacher, with propriety, gossip about other teachers, neighbors, patrons and parents? No. It is degrading. Avoid it. The city club, the social gathering, the proverbial “husking bee,” the quilting, or “gathering” of any kind is too often the hotbed where gossip thrives. A teacher cannot afford to share in it. Better than take part, keep silent. It is bad enough to listen.

Association with Loafers

Many a man teacher has thought in order to be a good mixer, he must be friendly, or social and linger with the drug store crowd, or stop at the street corner—where usually the loafers congregate—to take part in the conversation. Not always, but generally the topic of conversation is idle gossip, or worse than that, “smutty” stories are being told. To listen is immoral; to indulge is worse. But, should the teacher pass by without even so much as noticing the crowd? By no means. He should cultivate the good will of all, even of the street corner gangs. Then what must he do? He can give a friendly greeting and make a pleasant remark, turning the tide of conversation toward right channels.

The story is told of Ulysses S. Grant, that when he was a boy, he came one evening into one of the grocery stores of his home town, Galesburg, Ill., and soon after entering, heard one of the loafers say, he would tell a certain story if there were no women in the store. The idler craned his neck and asked if there were any women near. At this point, the youthful Grant said, “No, but there is a gentleman present.” The story was not told. The writer recalls a superintendent of schools, who attended a Men’s Church Banquet and told such offensive stories that even men, who before thought little about telling an objectionable story, were disgusted. The influence of this superintendent was so extensive that he led many others to tell evil stories. The boys of the entire school, as a consequence, were addicted to this vicious habit. Many of them admitted to the writer the evil habit, and pointed to the superintendent as the one who had influenced them to do what they considered evil and immoral.

Further admission from the boys revealed that many of the girls told shockingly offensive stories and that some of the boys followed the evil stories by the evil actions suggested. All because one man did not have the moral stamina required of a decent teacher and superintendent. To conclude, no teacher—man or woman—can afford to gossip, to talk about anything, except that which the most refined and exacting mind may hear without criticism.

There can be no question as to the impropriety of idle gossip and bad stories, but there may be included the so-called “yarn,” and attempts at humor designed to create laughter at the expense of a friend on account of unavoidable defects, affected speech, “smart” expressions, and the like. To the average child the above deviations from the correct usage of language are repulsive. There are teachers who have the happy characteristics of being humorous and can employ that trait to good advantage but it should not be attempted, if it causes an auditor pain. The teacher should use only good English; that is, pure English which will serve the teacher who is inclined to indulge in trivialities of speech.

Slang Expressions

It is needless to say that a teacher should not swear or use blasphemy. But how disgusting it is to enter a school-room where the mistakes of the pupils are corrected by “gracious,” “my land,” “gee,” and scores of other useless words that are classed as slang. It is not unreasonable to say that such words are nearly as bad in the school-room as the vilest blasphemy is outside of the school-room. Pure English, with not an unnecessary word, is beautiful. It excludes slang and blasphemy. Again, the teacher should use only pure English in the school-room, and more than that, outside of the school-room, in his every-day conversation.

Deception

It is a well established fact that everyone should be truthful, but to the teacher this is all-important. This does not imply merely that the teacher must tell no falsehood but he must, also, act no falsehood. There are teachers who never tell a lie, but their actions often convey untruth; such a teacher cannot expect his pupils to be truthful in word or deed. Closely allied to this is the common fault of deception. No teacher can afford to deceive his pupils. If he has promised his pupils something, he should see that they get it. If some unavoidable occurrence prevents this, it becomes necessary that the teacher should explain the situation. Truthfulness and frankness on the part of the teacher will beget the same on the part of the pupil.

Associations

May a young man or woman who is teaching, associate frequently with the opposite sex? No one will attempt to deny that he or she may to a limited extent. Evil results will follow when the association becomes too frequent or too conspicuous, even though it is what the average young American calls “just for a good time.” If these young teachers are teaching in a high school, they will sow the seeds of free-for-all courtship in their classes. Wise high school teachers, and very often the upper grammar grade teachers, know that this will surely harm the better interests of work and progress, that it will also breed the abominable habit among the pupils of keeping late hours and being on the streets too much. Association with the opposite sexes among high school pupils is often romantic and beautiful and cannot be condemned. It is not our purpose to object unqualifiedly to this practice but safety and common sense must be practiced, and at no time can a teacher afford to act with more discretion than in his associations. The married teacher is relieved of this caution, but even his associations and relations with his lady teachers, mothers and often older pupils must be carefully guarded and made only business-like.

This introduces the question of the kind of associates of the same sex a teacher should allow in his company. The maxim, “The kind of companions one has will reveal one’s character” answers the question. A teacher must ignore no one, but only those people whose characters are above reproach should become his companions. It is true, a teacher will, very often have questionable pupils in his classes. Here the attitude should be plainly missionary. Every effort should be made to improve the pupils’ conduct and thereby reform their lives. Sometimes, it is wise to have very objectional pupils removed permanently from the school. Their influence on the other pupils may overbalance the good done in saving them.

Example

The effect of example upon the pupils is remarkable, for no one can doubt but that example strongly influences standards of morality. In like manner the effect of the teacher’s life in establishing higher or lower standards of morality is influenced by the associates which he selects from the masses. A teacher should select such associations and companions that his pupils will be influenced for the highest possible good. A teacher should make it a positive rule never to associate with any one whose companionship would cause an unwholesome influence upon any of his pupils. The opportunities of the teacher are large in the selection of his society. He is in line to choose the best; it is open to him. He should choose to be a part of the highest and best society and then should make it his province, his duty and privilege to help mould and shape the social standards, and do all he can to uplift and better the lives of those with whom he comes in contact.

Speaking of the child, Arthur Holmes says: “Imitation is his most universal instinct. What he sees others do he will do naturally and unthinkingly. It is as futile to teach honesty and to act dishonestly before a child as it is to heap water in a sieve. The nervous mechanism of the child is as hopeless and as helpless as a wireless receiver to the influence of Hertzian waves.”[^[4]]

The teacher should not neglect those who are worthy, but poor. Among them he may find his best associates and friends. He should not seek to escape the responsibilities that will accompany his dealings with the less desirable elements of society; he should look down upon and ignore none; he should touch elbows with those who are his intellectual superiors and surpass him in strength of character; he should not lower himself by stooping to that which is below the moral standard, but in association with the masses he must elevate them, and lead them forward, ever remembering, that as he points to a standard moral code as a sign board, he himself must lead the way.

[4]. Principles of Character Making, p. 297. Lippincott.

Idleness

“Idleness leads to vice,” is a truth that the teacher should ponder who spends his Saturdays and Sundays, and his summer vacations in idleness, spending what he has earned during the winter. Work is honorable. It is commendable for a teacher to labor during the summer vacation. He may go to the Summer School, but if he does not do so, he should find other work. The so-called rest at summer resorts and the seaside may mean only idleness and evil. The teacher whose life is worth while will have no time to waste on Saturdays.

Three of the most disputed social activities are dancing, card playing and pool, including billiards. Much has been said as to the rightness and wrongness of these actions and still doubt exists. The very fact that doubt exists should satisfy the teacher that he cannot indulge in them, and still do the greatest amount of good in his community. It may not be that dancing in itself is wrong, but the past unmistakably gives evidence of the fact that evil attends the dance. The modern dance is disgusting to say nothing about its evil influence. The author is a promoter of æsthetic dancing. Such recreation properly supervised possesses great value. Dancing as a part of physical education, under a competent director, is quite another thing from the social or public dance to which hundreds of young people go, not for physical education, to be sure, but for worse than idle pastime. The teacher must carefully discriminate here. He should shun the social and public dance.

Perhaps less dispute attends card playing as an evil. It is conceded as such by all right thinking persons. Every one knows how easily gambling results from card playing. There are numbers of cases on record of lives wasted and crimes committed over the card table as well as in pool and billiard rooms. Cards, pool and billiards are tools of indolence; they are evil and spread ruin in their wake. No teacher who cares for the boys and girls under his instruction and guidance will dance, play cards, pool or billiards. He, too, will not play to excess checkers, chess, dice, or kindred games. There are too many good books to read from which the teacher can gain inspiration and knowledge to waste time playing either of the above or any similar games. A word must be added relative to gambling or betting. Both are evils and have a bad influence upon the lives of the young. The wise teacher will refrain from them.

Intemperance

Reference has been made to intoxication which is intemperance, but intemperance is a much broader term and implies much more than getting drunk. It is well not to think of intemperance as belonging only to the use of intoxicating beverages. Every pleasurable activity is liable to be carried to excess. Teachers often need relaxation from the wearisome routine of school-room duty. When seeking rest and relief in legitimate recreation care must be taken to avoid excess.

Even in matters of food and drink, dress and social pleasures this caution is needed. The teacher with common sense knows where to draw the line. One can be intemperate in many things, always to his own harm. In passing, the definition of intemperance will indicate just where the thoughtful teacher must stop not to become intemperate. Intemperance is a want of moderation or self-restraint; indulging of any appetite or passion to excess.

Honesty

Honesty is commonly thought of as trustworthiness in the conduct of business dealings, as opposed to fraud and cheating. It is all that and much more. It implies sincerity, uprightness, truth, honor, integrity, justice, chastity, decency, propriety, virtue and frankness. The word honesty implies much, and there is too great danger that the teacher practice it in its common meaning only, forgetting that its application is broad. It is very essential that he should not overlook any of its implications. A teacher cannot be said to be honest when he merely returns a dollar’s worth of service for a dollar. That does not exactly constitute honesty, though it may seem to do so. The teacher who shirks a duty, which he should do, because he finds it is not in his province is like the man who did not pay his street car fare because the conductor forgot to call upon him for his ticket. He argued that it was the conductor’s duty to call for it but honesty demands that he should have paid it.

A teacher should be sincere; he should do nothing for effect. All his actions should be genuine, arising from true motives. The term upright is indeed vague. In its usual meaning it signifies an adherence to moral principles. It can be easily understood and applied, if the teacher will remember to admonish his pupils not to do anything which he would not do himself. If the teacher undertakes to teach a moral principle, he must first live it himself and then he will have weight in his arguments for righteousness.

Honor is that trait of character which holds one to the practice of all the laws of the strictest moral code. The teacher whose integrity cannot be questioned is the teacher who has fulfilled, in his life, all those demands that are set forth in the laws of the Master Teacher. He has lived up to the Golden Rule. Justice demands that all shall be given their rights. The teacher can do no better than to be just to all. When one has decided notions of right and wrong upon the basis of results in the lives of his fellows, he has reached the exact idea of propriety. Virtue is a broad term, but a word that is significant. That life is virtuous whose every deed promotes the common good.

A teacher should not practice Sunday honesty—that kind of honesty which works under certain conditions and lapses at intervals. Everyone, no doubt, is inclined to reach high water marks of absolute truthfulness, and must beware of lapses into error, even falling below the ordinary standards of every day life. The honesty that is commendable is clean, out-in-the-open honesty that is always active, not simply when great issues are at stake. No other profession demands honesty more than that of the teacher. His attitude here must be real, not affected. If there is pretence or sham, the first to become aware of it will be the pupil; and the effect upon him is that he loses confidence in the teacher who should be his model.

Temper

The question of temper should not be omitted from a full discussion of a teacher’s moral code. How often has a teacher boasted to a friend or fellow-teacher that he indulged himself in a frenzy of temper before his school, thereby “scaring the wits out of the pupils” and remarked further that the pupils feared him thereafter for a week. Such an action on the part of a teacher is almost criminal. A teacher cannot afford to lower his dignity by such methods. While no attempt is being made to discuss methods at this point, for they will be discussed in following chapters, yet it is the aim to point out those immoral actions from which a teacher should be free. It is foolish for anyone to allow his temper to get away from his control. A teacher should cultivate an amiable disposition. It is never necessary to permit one’s temper to override his common sense.

“When I taught school, there were many times when the indifference, stupidity, flippancy, or silliness of the class brought me to such a pitch of rage, that I dared not trust myself to speak. I would clutch the arms of my chair, and swallow foam until I felt complete self-command; then I would speak with quiet gravity. The boys all saw what was the matter with me, and learned something not in the book.” (Phelps.)[^[5]]

[5]. Bagley, op. cit. p. 42.

Curiosity

In passing, it might be well to mention the not uncommon fault of meddling. The teacher’s province is the school and all its attendant activities. It will not make him more efficient to know the common affairs of every family of his school. He will be no better off if he knows all the happenings of the neighborhood, the village or city-block. Many times it is necessary for the teacher to repress a pupil who is prone to be a news monger. Frequently, teachers plunge themselves into serious difficulties by meddling in affairs that do not concern their school. Such difficulties are unfortunate and always weaken the teacher’s ability to govern his school.

Questionable Acts

It has been assumed that all those actions from which evil only may result, are contrary to the standards of the moral code. Consequently, some deeds which the teacher commonly does not consider as questionable activities will be discussed. No lengthy treatment will be given them since common sense—the safe standard for the teacher—will help decide the correctness of the ideas set forth. No teacher can afford, in school or out, to make unkind remarks about the poor, the aged, the weak-minded, the crippled, the peculiar, the poorly dressed, the tramp, the gypsy, the prisoner, or that unfortunate whose appetite is beyond his control and causes him to become drunken. The teacher is an agent who is expected to help, to lift to higher planes of life. Frequently, thoughtless teachers have joined pupils in jeering at a beggar and thereby created a habit in some child of making sport of the unfortunate. The author calls to mind the elevating influence of a little woman who, when the boys pelted a hungry tramp with snow-balls, took him into the warm room and shared with him her luncheon and sent him on his way happier in heart because he had met a kind-hearted woman. Who knows but that this act of kindness may have helped to turn the tramp from his vagrant life to a life of usefulness? A teacher cannot lower his standards of life by helping the aged, the poor, the weak, the fallen. A good deed is never lost.

Neatness and Cleanliness

What is the influence of the teacher—man or woman—whose clothing is untidy, hair and scalp unclean, finger nails untrimmed and filled with dirt? There need be no discussion; the prudent teacher knows the answer. The teacher who is attempting to follow a standard of morals will not allow his body to be unclean and unkempt. His attire, though it may not be in the latest style, will be neat and clean; his teeth will be clean, his finger nails well kept, and his shoes clean and polished and every detail will evidence his careful attention. Such a teacher will take active daily exercise, will not forget a daily walk, that will lead out to some haunt of Nature where a new lesson is in store for the observing teacher. Nature has a lesson for him every day of the year.

It is safe to assume that the teacher who guards carefully his actions in the school, out of school, in his every day life, and above all when hundreds of miles away from home, is a safe teacher. He need not give stated lectures on morals. His life and deeds will be monitors to the youth under his tutelage. Moral education is not knowledge, it is life. Therefore, a teacher cannot educate pupils by stated and set lessons in morals, if he has none himself, but on the other hand, his life can be a standard of morals in itself and thus furnish a living model for action to those about him. A teacher has no right to teach good conduct and morals, or any attributes of a moral nature, if he is guilty of repeated immoral acts, open or hidden. It must be remembered that morality is not inherent, but developed. From this it can be clearly deduced that this moral development receives direction from the moral life of the teacher.

The young teacher, who on his first day enters the school-room and is face to face, for the first time with the responsibility of his profession, casts about for a model teacher. He will find many successful teachers whose lives are above reproach, even some of his own colleagues may be those who will influence him for great good. He may be compelled to look back to a teacher who has been a vital factor in his development. However, he is young, and is surrounded by a world of temptation, and his searching mind need not go far until it can single out a teacher whose life is very questionable, but who is popular, receives a good salary, and possibly secures the best school positions. These are poor standards by which to measure real life and success, but the young teacher wants popularity, money, and a good position. Real success is stable and lasting. The teacher with a questionable reputation, will doubtless before the end of his career find his proper level. To measure a man by his apparent success is not always safe. It is his character that counts in the end. Time may be necessary in which to estimate moral worth correctly, but the effort to truly weigh a person’s character is well spent.

The Teacher’s Religion

The inquiring teacher by this time may have asked, “What about a teacher’s religion?” A teacher should know his Bible, be a regular communicant of some church, and a Sunday School worker. Fanaticism must be avoided. But the sane and mellowing influence of religion has a great effect upon character. No teacher should make it a practice to inject his religious ideas into his school work. His every day life should indicate his obedience to the Master Teacher. He must not attack any religious denomination as that is not his province. Some child may be offended or over influenced by his views. The tenets of every child’s church are sacred to him and the teacher should not attack them. Often it is argued that a teacher should not teach a Sunday School class. If the teacher does not find it too great an addition to his already heavy work, there can be no good reason why he may not teach in the Sunday School.

It is well to discriminate carefully between a moral person and an apparently religious person. Too often it is assumed that a pious person is of necessity a safe moral guide. Sometimes unfortunately the teacher who appears religious is not morally sound.

True religion includes an approved morality. But, it must be understood that teaching religion does not necessarily indicate that good morals are being taught. The author does not mean to criticise the Sunday School, or even the Church—they are great and effective institutions—but they are failing to teach morals as they should. The school teacher has a great work to do at this point. The final admonition to the teacher is, have a standard moral code, live it, and in pointing others to it as a signboard of life, be sure to heed it always yourself.

Aesthetic Appreciation

A requisite of the teacher that cannot be overlooked is that he must have a love for all that is good and beautiful: an æsthetic appreciation. The teacher must appreciate and actually participate in the noblest, best and most beautiful which the world possesses in song and story, in conversation and poem, in landscape and sky, in art and music. The sky with floating clouds, or when clear or starbedecked, a silver moon hanging low over a dark-rimmed horizon, a towering cathedral against a sunset sky, a brook stealing its way across a meadow, a mountain torrent, a rainbow, the shadow and sheen in the depths of the forest, a placid river on its way to the sea, a bird song, a meadow, a field of ripening grain, a flower-hedged roadway, a path through the valley and into the depths of a wood where it winds at will among the mossy trunks of trees, over tufts of moss, beside quiet pools, through rustling leaves—all these and many more objects in nature hold in store inspiring and uplifting lessons of life. No teacher can contemplate these beauties and not possess a nobler soul. Contact with Nature’s most beautiful and best will strengthen his love for the beautiful and will help him to keep the hearts of his pupils attuned to the helpful sights and sounds that go to make up their surroundings.

The teacher who delights in the beautiful will find himself easily winning the interests and attention of his pupils. Children are born admirers of the beautiful.

“Constitutionally, he functions æsthetically just as really as he does socially, although not to the same extent. Very early in his history he manifests delight in beauty. The nature of these reactions will be explained as we proceed with the chapter. Because of them, education calls for the development of this aspect of the child’s nature, and ethical culture demands its moralization. Morality is especially concerned with æsthetic development, since there is an intimate relation existing between the beautiful and the good.”[^[6]]

No teacher can have an appreciative love for all that is beautiful and good and not love children. The most beautiful thing in all the world is the unfolding life of a child. Who has not stopped by the side of the cradle and pushed aside a curl to look upon the face of a sleeping baby, whose long eyelashes are sweeping over cheeks aglow with beauty, the whole face portraying childhood’s charm. The first tottering steps of a child are deeply interesting. His gleeful prattle, his silver laughter are cheering to the most benighted. Could ever a human being think of becoming a teacher who does not love children above all else?

Every teacher should love and appreciate good literature and good music, and all that is beautiful in the arts. Whatever is cultural is æsthetic. The beautiful, the true, the good are all æsthetic and therefore profitable. Each day the teacher should renew and reinspire his soul and life by contact with all that surrounds him that is æsthetic. He must abhor wrong and love right. His character will then be strong and his life filled with success, joy and peace.

[6]. Sneath and Hodges, Moral Training in the School and Home, p. 167. Macmillan.

Willingness to Learn

A requisite absolutely essential to the teacher is open-mindedness. He should, of course, be stable; he should not be influenced by every theory and idea that comes to his attention in his associations and reading, but he must be ready and willing to learn. The teacher will grow by experience who can say, “I want to learn more,” but he will just as surely fossilize, if he thinks, “I know it all.” No mind can grow if it draws its conclusions only to be in harmony with those already framed. Sometimes, a pupil will suggest a thought, or even a truth, that has never come to the teacher’s attention. How much better it is to welcome the idea or truth, and so inform the pupil, than to ignore it even though it is of value just because it came from one who is inferior. The barefoot urchin may know secrets the teacher has never learned.

Worry

The happy quality of mind that shuns worry is well worth a teacher’s cultivation. Worry makes inroads into a teacher’s health. Sometimes, the unthoughtful teacher concludes that work is impairing health when in truth it is worry. It is true, many situations need careful consideration, but never worry. Worry never yet solved a difficulty. Cultivate a happy mood, resolve that where there is a will there is a way, and all the school problems will seem less difficult after that resolution.

Attitude Toward Criticism

Closely akin to worry is over-sensitiveness to criticism. The following anonymous article appeared in a college paper some time ago. It is apt and contains much truth. “‘Say nothing, do nothing, be nothing, then you will escape criticism’, goes an old saying. Could anything ring truer? The most maligned men and women are those who are doing the most and doing it in a conscientious manner. Analyze the person who boasts of never being criticised and you will find nothing. Some persons, to escape criticism take a middle course; first catering toward this side, then leaning toward the other. They call it tact; it is really moral cowardice. Others allow the shafts of criticism to break down their self-respect, their confidence in their own ability. This, too, is the wrong attitude. Criticism is a recognition that you are of sufficient importance to stimulate remarks from someone and besides, the right kind of criticism is always constructive. The other kind, oh, it comes mostly from the class who escape criticism.”

While the above is true it needs careful thought. It should not be forgotten that criticism is often justly given, and means that the ability of some one is not up to the standard or that they are failing to do their best. The teacher, however, who does his duty as he knows it best, need never allow criticism to give him any trouble or worry. It may mean only that he is doing something worth talking about.

Self-confidence

Some teachers possess all those elements that contribute to successful teaching, except self-confidence. Yet too much of that quality is more dangerous than helpful. Self-confidence in one’s work when the elements of preparation are lacking is foolhardy. When a teacher has given himself that preparation that he knows is necessary and has done his best to possess the qualities that should dominate a teacher, he has a right to have self-confidence. Not alone is it necessary that he should be self-confident, but it is highly essential that he should show it. He knows what he can do and he should expect good results; if he does this he can not miss success. Success crowns his work who has self-confidence in possessed ability.

Common Sense

Too often the teacher is admonished to practice common sense. This is an indefinite term and to many young and inexperienced teachers it means nothing. Should they wish to practice common sense they would not be able to do so, because they can not place a correct construction upon the term. The teacher who observed that one of the boys sat still in his seat and looked into space more than at his book, and then reprimanded the boy because he failed to learn his lesson, did not use common sense. Another teacher in the same high school observed the same boy, went to him privately and inquired in a friendly way, if there could be any wrong from which the boy was suffering. He was told by the boy that he was worrying because he believed he had tuberculosis and furthermore that his father mistreated him. This teacher used common sense, and also the much recommended “tact,” another indefinite thing. This teacher sympathized with the boy and sought to remove the obstacles. Success crowned the teacher’s efforts.

Another illustration may serve to explain the term, “common sense.” The teacher who scolded the boys for smoking cigarettes, and thereby won their ill will and intensified the habit, did not use common sense. Another teacher who won the confidence and good will of the boys and then confidentially explained to them the evil results of smoking, used common sense and tact. Did he succeed in getting all the boys to stop smoking? No. Nor is there any tactful teacher who will succeed with all, but he persuaded a great many of the boys to stop smoking. At this point so many teachers fail just because the first effort, or even continued effort does not save every boy. They condemn their methods and become discouraged. An evil as great as smoking can not be abolished in one year. Probably, it can not ever be entirely eradicated, but patience and faithful service will finally reach results almost incredible. These illustrations should serve to explain one concrete use of common sense and tact. The observant and thoughtful teacher finds instances every day where common sense and tact are used to advantage. It is the object of this Course, in the presentation of many tactful methods, to increase the teacher’s store of “Common Sense” plans of discipline.

Entering the Child’s Activities

It is, indeed, the discreet teacher who can place himself upon the level of the child. There is no teacher who can expect to render to the child the service due him, if he does not enter into his life. With propriety can the teacher be one among the children. A boy with the boys or a girl with the girls. It is imperative to enter into their interests. The suggestion to enter into the lives of the pupils, has furnished many a teacher with the means whereby he saved the wayward boy or girl. The teacher who places himself above the children, either in the grades or in the high school, by word and action, loses his influence for good and useful service. Such a teacher cannot be a true teacher. Many of the uplifting truths of his own life, if he may possess such, fail to impress his pupils. Children of every school age love the teacher who tactfully enters their activities and games—enters them in such a way as to forget that he is a teacher, and his pupils subordinates, but as if all are children having a good time. The Chinese sage, Mencius, said, “The great man is he who does not lose his child’s heart.” Big boys and girls always love and admire the teacher who can enter into their sports, games and athletic activities. It pays men teachers to have some knowledge of athletic sports.

Even a woman can do much in promoting athletic sports. The benefit is two-fold; first, the health of the teacher demands the exercise which athletics affords; secondly, the pupils can be much more easily controlled by the teacher who enters their sports and activities. There is a world of knowledge to be gained by entering into the child’s life. Needless should be the caution that the teacher should not allow himself to grow old in spirit. The teacher whose years may have reached the half century mark can still have “that youthful spirit” and that sprightly manner that will fire youth to its fullest activity. Such a teacher will never grow really old. Of him it may well be said, that he grows younger with the years until he reaches eternal youth.

Cheerfulness

It is often said that childhood is life’s happiest period. Where then is the teacher who comes in contact with child life daily, who cannot be happy, youthful and ever ready to bestow the cheerfulness, of a helpful life? The happy-minded teacher will never pass his pupils anywhere without leaving with them a sense of his kindly interest. He knows when to enter the child’s world to share his joys—and his are real joys—when to sympathize with him in sorrow. The teacher whose life has become bitter, and who no longer can be happy-minded and cheerful, should leave the profession. Everywhere is needed cheer; no place can be made better by gloom, but especially should a companion of children be optimistic.

Responsibility

Responsibility is an essential requirement of the teacher. He must be absolutely trustworthy. The teacher who shoulders his responsibility, will not neglect the least part of his work because he believes he is underpaid. Should he know that the welfare of a child demands his attention, outside of school hours, he should not fail to aid the child, though it be really no part of his school duties. The rights of the pupils will be guarded as sacred by the responsible teacher. He, too, will care for the property of the school as though it were his, and even more so, for he is entrusted with its care. The greatest safety for any school is a conscientious teacher under whom parents can place their children for moral, physical and spiritual instructions.

Courage

To be fearless in the performance of one’s duty is no easy matter. Least of all for the teacher. Often in a community, the school is the only active institution, during the school year. Its influence reaches every home in the community through the children. Its every activity is discussed by the well-meaning, as well as by the unthoughtful and unscrupulous, the latter often criticising without the slightest assurance that they are correct in their views. The teacher must stand by with a fearless attitude. It is assumed that he has done what he believes to be right—his own life being simple and his moral standards at least no lower than those of his patrons. The teacher must possess all the requisites of the true teacher to be able to stand against every view that may become current. He must even decide to his hurt in order to maintain the right when criticism and censure become slander and falsehood. A teacher must be himself, not an imitator. His decisions must be firm, yet kind. He must constantly hold in view the final end in every action, which end is best for the welfare of the child. A teacher who is fickle, doubts his ability, hesitates between opinions, is swayed by every criticism that comes his way, seeks advice from those who are not capable of giving it and finally deviates from the right, will not succeed. He cannot be fearless.

Sensible Dressing

It seems almost useless to say that a strong element in the teacher’s qualifications is his ability to discriminate carefully about his attire. A certain grade teacher, who, as far as her principal could judge, possessed every attribute that would constitute a successful teacher, was wholly uncultivated in her tastes regarding dress. So peculiar and often ridiculous was her attire that she became the laughing stock of the community and finally her pupils, though they respected her, made remarks about her appearance. She found her ability to control her pupils weakened. Aside from a sensible choice of dress, it is not to be overlooked that a teacher sets an example for neatness and cleanliness when he attends to the careful selection of his attire and then sees that his person and clothing are always neat, clean and well kept. A teacher cannot afford to dress so as to draw special attention to his clothes. He should follow the dictates of fashion as long as that is in keeping with good common sense. To women teachers, this is an important point. It is to be feared should a woman teacher follow every whim of fashion, she would have little time left for her actual duties. Plain, sensible clothing that allows freedom and ease becomes a teacher—man or woman.

The Teacher’s Home

It is well to say something about the teacher’s home, or if the teacher is boarding, something about his room. His immediate surroundings often reflect his personal tastes as clearly as does his attire. All eyes are on the teacher and his domestic policy cannot escape criticism. Not long ago in one of the foremost school communities of Ohio lived a principal of a high school whose home was little better than a hovel. A stranger called there one day and found the front yard very untidy, several calves were running loose there, while rubbish, such as barrels, broken dishes, tin cans and a profusion of coal ashes were in evidence. He was greeted by several children who, even to this lover of children, proved almost repulsive. Each child was dressed in filthy clothing, with face and hands unwashed and the hair matted with dirt. The father came next—a principal of a small high school—whose appearance was no better than that of the children. Instead of neat and cleanly attire, his clothing was ragged and soiled, not even put on properly. As the stranger spoke to the worthy principal he could look into a kind of shed room near the house, in which a woman, no doubt the mother of the children, was washing. She too, was unkempt and unclean. Her surroundings were so disorderly and unclean that health was in danger.

The stranger’s curiosity was aroused and by a clever investigation he learned that this particular high school was notorious, far and near, for its rude boys and girls. He learned that just about six weeks before his visit, thirteen of the high school boys had been before the Juvenile Court for various offenses, and that many more should have been summoned. This was an enormous percentage out of a possible enrollment of one hundred and twenty pupils. Could this principal’s untidy home and surroundings have played any part in this condition? Most certainly. Any teacher who will allow himself to live in such a home cannot without great injustice be retained as a teacher. Just as he allowed his surroundings to become so wretched he would allow those with whom he daily came in contact to become morally wrong. This man who cared nothing for the beauty of his home and its environment lacked those finer senses that make for useful lives. His influence was demoralizing. A teacher’s home surroundings and tastes are sure indices to his state of culture and refinement.

Work

No teacher whose labors are to be crowned with success and happiness, the results that count, must be afraid of work. Work is the secret of success. Its example tells. The teacher who can work willingly and cheerfully and who shows that he is happy when he has something to do needs never to complain that the pupils do not work. It is good for a teacher to give the impression that he does home work, studies gladly, is interested in every lesson that he hears, and knows his subject thoroughly. Such a teacher will have pupils who study with zest, who utilize their spare moments and above all, pupils who really are interested in their work.

A teacher must not approach any task in a half-hearted way, but with all the strength and energy he is able to command. Happiness and success and a helpful optimism come from active participation in life’s battles. The individual who likes work, likes play, likes to read, loves Nature, and thereby finds diversity and recreation in the activities of life will not find the work of the teacher too taxing. After a hard lesson in mathematics, a real, live novel—written by a modern novelist—will often rest the mind.

A walk after a hard day in school is restful.

The writer recalls a splendid, little, effective teacher who after a hard and successful day in the school-room would go with her pupils to hunt flowers, to row or ride, would often work in the garden, sometimes play baseball, and could indulge in a snowballing that sent everyone home with a feeling of good fellowship. She had some silver threads in her hair and her years numbered more than a half century, still her cheeks were ruddy and her eyes keen. She was young in spirit and the children loved her. Her efficiency as a teacher was never questioned. Many are the men and women who are making the world better because she trained them when they were boys and girls. Work interspersed with the proper exercise and recreation will not injure any teacher’s health. Worry as a rule is the undermining force at work. The teacher who attempts to get along without exercise will sometime in his career, though not always at first, become a miserable failure. Exercise is necessary. It should be taken daily in the open air. Exercise and open air are two elixirs of youth. The teacher needs them.

The Teacher’s Health

There can be no question about a teacher’s health being of the greatest importance to effective and cheerful work. No fear as to health need be experienced by the teacher who takes plenty of exercise and gets out into God’s great out-of-doors for fresh air. There is no excuse for the teacher who is cross and mistreats the pupils and scowls at their every mistake or mischievous prank, and then justifies her attitude by saying, “I do not feel well.” It should be an infallible rule with every teacher to make no attempt to teach while ill. It is far better for a child to miss a day or two of school than to be subjected to the rule of a cross, peevish, fretful teacher. Only the teacher buoyant with good health should be allowed in the school-room. Little needs to be said about the many chronic diseases which are contagious, such as tuberculosis, and are easily transmitted to the pupils by infected teachers. It is a teacher’s plain duty to keep himself in good health.

System

The ability to have order and system in school work will go a great way toward making the work easier and more effective. Method and order are great time savers. A teacher is an architect. For every task there must be a plan. Each lesson must have its place. Each step its reason. A teacher who formulates and plans his work will accomplish much more than the teacher who relies upon circumstances to point out to him his method of procedure. To be careless, haphazard and aimless means to fail.

A teacher can learn a valuable lesson from studying any great factory where labor and time saving devices are employed. In addition to these, every means of system and order are used to secure the greatest effectiveness of energy put forth. Many an individual has acquired an education in spare moments, by putting system into his work, and thus saved time and energy which could be expended in securing an education. Unsystematic school work is a waste of energy. The teacher should have a time for everything, as well as a place for everything. Begin school on time, close on time. Regularity will bring good results. The slogan of many advertisers is, “Do it now.” Time lost can rarely ever be regained.

The prudent teacher will use studied methods—methods that apply to the lesson and class at hand. He who uses correct methods in the school-room will doubtless use right methods in his study, and further will practice regular habits in his life outside of the school-room. The regular habits of a teacher in all of his activities will always be reproduced in the work of his pupils.

It is true, that there are scores of “method books” claiming to give needed “directions” for every detail of school work. It is foolish for a teacher to rely upon such advice. Every so-called method is needful and helpful, but a teacher must study his class and his lessons and apply just such methods as his experience teaches him will secure the best and most lasting results. How often can one visit certain schools and note the effect of the weekly or monthly advent of the teacher’s paper. Such teachers have no tried methods of their own but each week or month they try out methods only to find many of them unsuited to their needs. Such procedures prevent continuous progress. They are like a ship without a rudder; they will finally run upon the rocks of failure.

It is easy for a teacher to develop a narrowness in his tastes that forbids him to seek proper variation in his work. The more devoted a teacher is the more he needs diversions quite disconnected from his professional duties. The freshness of mind gained by digressions from school routine is as necessary as the preparation of lesson material itself.

Discrimination

The ability to discriminate carefully is one of the teacher’s most valuable qualities. The discriminating and analytic mind is most indispensable to good teaching. To see things in their proper light, to place a fair estimate upon anything or any situation, to give due credit where it belongs and reserve an opinion as long as doubt remains, are needful qualities of the discriminating mind. Such a mind is broad and liberal. The small details of life will not over influence such a mind. It is able to discern between the trivial, the common-place, and the useful and valuable in every action. Deliberation is a fundamental antecedent of discrimination. The hasty mind jumping at conclusions, before every detail has been examined and weighed, often plunges itself into confusion. The discriminating teacher is able to rid himself of the bondage of annoyances and petty grievances and rise above difficulties, thereby gaining that magnanimity of spirit that leads to achievement and success.

Judgment

The ability to form a quick and impartial judgment and to act upon that judgment is even more important than to discriminate without bias. Perhaps, it is only another way of saying that one should be discriminating. Still, there is this distinction: a quick and clear judgment can only be reached by a discriminating mind. To lose sight of one’s own interests or one’s self is a basis for rare judgment. It is necessary to lay aside all prejudice to be able to discriminate so as to reach a clear and unbiased judgment.

Concentration

Concentration of mind and purpose go hand in hand with discrimination and judgment. The teacher must be able to concentrate his mind upon his work so as to get from it its fullest meaning and thereby make no mistake in the presentation of any subject. To concentrate the mind in every instance means a successful completion of every task undertaken. It goes without question that such qualities in the teacher will make pupils take a delight in the thorough preparation of their work.

Patience

Patience, unfaltering patience, has won the victory for many a teacher. How often has a teacher labored hard to present a lesson, only to return and find no good results from the effort. The teacher may not always be at fault. Some child may have grasped every detail, another under the same instruction, not even the larger facts; but we all know that not all children are equal in the ability to comprehend. The conditions that enable one to learn may not have been so advantageous for another. It is not wise to become disheartened and scowl over the apparent failure of a child. The teacher would fail if the same conditions hindered him. If the teacher, after being sympathetic and taking into consideration the environment of the child, then discovers indifference to studies, the time may have come for firmer methods, but even then patience will go a long way in obtaining results.

The Teacher’s Social Life

Another perplexing matter, hardly avoidable by the teacher, but a factor that usually has a marked effect upon his work, is his social life. Just how far is it safe to enter into the social life of the community? Should a teacher share in the social life of his patrons? Yes. Carefully discriminate how far this social activity may extend without harming a teacher’s influence. A teacher must take interest in the social life of a community, so as to harm no one, not even himself, and improve the community life about him. Into some homes he can not go, but he must not ignore or look down upon such homes. He must show preference to none. Otherwise his visits to certain homes will involve him in endless gossip. Then, above all, it is a safe rule, whenever and wherever he enters social life, to say nothing about his pupils, his school work, or his patrons. Some unthinking person may repeat what he has said, and not intentionally misconstrue his statements, thus causing him trouble and weakening his influence. It is safer and far better to make no remark at all about any individual if one can not say something good.

Treating All Alike

A teacher must be friendly to all, even though some are far beneath him socially and others may spurn his friendship. His greetings should be the same to all. Often a teacher discriminates against the outcast and thus earns for himself the reputation of being proud. To be friendly to all does not mean that one must be an associate of the outcast. It is a matter of expediency to treat all alike so that one’s influence may work for good and the uplift of the masses.

A True Leader

It is evident from the foregoing requisites of the teacher that if he can acquire all the qualities set forth, he is a teacher who has himself under control and can, first of all, discipline himself—a condition that is necessary if the teacher expects to control and discipline those under his tutelage.

“The well-trained man is the man whose mind is stored with a fund of varied knowledge which he can promptly command when the necessity for it arises; he is the man who can keep his attention upon the problem in hand as long as necessary, and in the face of distraction; he is, moreover, the man who, having paused long enough to see the situation correctly and to bring to bear upon it all the relevant knowledge he possesses, acts thereon promptly and forcefully.”[^[7]]

Can he square up to every qualification? If so, he will be a true leader and teacher. It may seem discouraging to be required to measure up to so many requisites, but after all they will insure true contentment and happiness—those qualities that come only to the really prepared—and lasting success will most certainly crown the efforts of such a teacher.

While it is true and right that every teacher should demand his wages, still, it is almost a crime for a teacher to measure his services by the amount of his remuneration. The true teacher’s services are rewarded by the good he has done, by the useful lives that have grown under his beneficent teaching, by the services rendered, by men and women, who as boys and girls, have felt the influence of his life. Such a reward is never ending. The good sown in one life will transplant itself into another and another long after the teacher has received his final reward. The teacher’s recompense is not measured by dollars and cents, but by the good done to humanity.

[7]. Angell, Psychology, p. 438. Holt.

Summary

1. The teacher’s is the noblest of all professions.

2. The teacher’s service is a service to mankind, moulding the child life, thereby shaping the destinies of coming generations.

3. The teacher must have the right motive for teaching. His motive must be true service to mankind. Should he not have such a motive, he should leave the profession.

4. The teacher must be thoroughly prepared—his knowledge must be fresh and ready for use. This will enable him to win the confidence of his pupils and lessen the necessity for discipline. In other words:

(a) He must be educated and trained in a Normal School, having at least one year of such training. A college education, while not absolutely necessary, is a very great asset.

(b) He must be a lover of Nature. That is, he should have a profound interest in all the phenomena of Nature.

(c) He must be a student of psychology since it is a needful adjunct to the teacher’s education. It is an interpretation of human nature; consequently, it has value in understanding child life. A teacher should read good texts in psychology every year.

(d) He must be a student. He should always work over his lessons and read in subjects related to the work in hand.

(e) He must be a reader of good books bearing upon the many phases of learning. Fiction and poetry are real aids to a teacher’s preparation.

(f) He must not be superficial. If he follows slavishly books on method, he is shallow. Such books are intended to suggest only. The discreet teacher improves by every suggestion.

(g) He must be a reader of the daily paper, the magazine, and the teacher’s paper. They are a part of his educational equipment. Only the best should be read, and they not to the exclusion of other literature.

5. A teacher must possess the ability to teach. Ability includes a natural fitness as well as scholastic preparation.

6. The first and greatest requisite of the teacher is morality. Its simplest definition shows that it deals with the rightness or wrongness of any action. Those actions are immoral that are followed by evil or demoralizing results. A partial list of these follow and should be labeled, “Don’ts for the Teacher.”

(a) Intoxication, fighting, gambling, visiting places of doubtful character, associating with persons whose characters are suspected, violating the laws, breaking the Sabbath, swearing, blaspheming, cheating, falsifying and lewd conduct are immoral acts about which there can be no question.

(b) The use of tobacco in any form is immoral. This is true, because only evil results follow in many cases.

(c) Gossiping and loafing are evils for anyone. The teacher should avoid them.

(d) The street-corner gang or the low-minded crowd are not fit for the teacher’s company. He should avoid them.

(e) The so-called social gatherings are often hotbeds for gossip. When they are such, men and women teachers do well to avoid them.

(f) “Smutty” stories, vicious “yarns” and senseless stories as well as slang are objectionable. The teacher should avoid them.

(g) Attempts at humor at the expense of an auditor should be avoided.

(h) Tell no falsehood; act no falsehood.

(i) Associate only with those whose influence is for good. Unmarried teachers can not be too thoughtful as to the extent of their associations, with even the best of the opposite sex. It often weakens influence and breeds unrestrained “courting” in the upper grades and the high school.

(j) A teacher should avoid idleness. Duties outside of school hours will be recreative.

(k) The modern dance, public or private, must be avoided by the conscientious teacher.

(l) Card playing, pool and billiards are immoral. They lead to gambling. A teacher’s influence may cause someone else to gamble. Checkers, chess, dice, and other “time killers” should be practically avoided by the teacher. Use leisure time in reading good books, or in out-of-door exercise. Richer returns will accrue.

(m) Intemperance includes much. The teacher should investigate its province and refrain from all intemperance.

(n) The teacher must be honest in the strictest sense. Honesty implies trustworthiness in dealings, trustworthiness in business, trustworthiness in all other conduct, sincerity, truth, uprightness, honor, integrity, justice, chastity, decency, propriety, virtue and frankness. Each is so patent that it needs no discussion.

(o) A teacher must always hold his temper in restraint.

(p) A teacher can not afford to meddle in the affairs of others.

(q) A teacher should not make fun of the poor, the needy, the weak-minded, the crippled, the aged, the peculiar, the poorly dressed, the tramp, the gypsy, the prisoner, or even the intoxicated.

(r) Often a teacher’s moral attitude is revealed by his attire. Neat and cleanly attire is required of a teacher.

(s) A teacher cannot afford to dress foppishly.

(t) A teacher’s conduct away from home should always be as good as when at home.

7. No teacher can rightfully teach a moral code if he is repeatedly guilty of any immoral act, open or hidden.

8. Often an immoral teacher seems successful; but his work is unstable and cannot last. No young teacher should let such show of success influence him in the least.

9. Morals and religion should not be confused. Morality is a condition of religion. It does not follow that one who claims to be religious practices good morals.

10. An important qualification of the teacher is that he must love all that is good and beautiful. He must have an æsthetic appreciation. That includes a love for all in Nature as well as the arts of man.

11. A teacher must love children. They are the most significant of all God’s creations.

12. No teacher should worry. To do so undermines health.

13. Do not cease to do good because of criticism; very often it means that the act criticised is worth while.

14. Common sense, often called tact, is a teacher’s much needed qualification.