Teaching a district school; a book for young teachers

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Class _i___'KiOJl^ Book J[>L£_

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Chapter I Getting Ready To Teach

I. Self-examination

Questions One Should Ask Himself. — It is a serious thing to choose the profession of teaching. The young man or woman who does so should consider very carefully his or her fitness. The most rigid examination that one should he called upon to pass is self-examination. The questions one should ask himself might be somewhat like the following:

(i) Is my character such as to justify me in choosing the profession of teaching? Are my habits of life fit to be an example for those who would be my pupils ? Do I intend to keep myself free from all vices that contaminate? Do I love righteousness and prefer to associate with righteous people ?

(2) What is my motive in desiring to teach? Is it money, or personal preferment, or any other selfish end ? Have I a strong desire to do good and a reasonable belief that I shall be able to excel in the profession ?

II

Am I willing to sacrifice something in the way of money for a work which is infinitely more important ?

(3) Am I apt to teach? Have I the qualities of an instructor ? Does it come natural to me to demonstrate, to explain difficulties, to disseminate knowledge? Do I delight in directing the minds and energies of children? Am I a born teacher? Shall I be happier in the schoolroom giving instruction than in any other work I could choose? Remembering the saying that every one should be able to find his happiness in his work, shall I be able to do this in teaching ?

(4) Do I love children, not theoretically, but actually and practically? Not nice ones only, but children of all sorts ? Do I love them with a desire to make them better, with a love that sees something interesting in every child, good even in the worst and the need of culture and development in the best? Do I see in the child the materials for my life work ? Is the presence of children distasteful in any way ? Should I feel relieved when school closes and dread the time of its re-opening as some teachers certainly do?

(5) Do I understand that teaching is not a ''soft snap," but means toil and self-sacrifice? Am I willing to devote my life to helping my pupils, to live for them ? Am I willing to unite with other teachers in doing everything possible to raise the standards of the profession and to make the schools better ?

If any young aspirant can answer to his own satisfaction such self-imposed questions as the above, he may be justified in choosing the profession of teaching; otherwise, he would better select some other vocation.

2. Steps in Preparation

Having decided to teach, the next step is the all important one oj preparation. The fatal mistake made by most people is entering the profession before they have sufficient training. If one is to be a lawyer or physician, he must have a fair general education and then several years of special preparation. Yet the training of young minds and the building of character is much more difficult and of far greater importance than the prescribing for our physical ailments, or the adjusting of our business matters; and besides, it is economy on the teacher's part to prepare himself thoroughly for his life work. The steps in preparation may be as follows :

General Education. — Any one who is to teach grammar grade pupils should have at the least a complete course in a high school or academy. If he expects to teach in a high school or academy, he should have a college diploma; if in a college, nothing short of a post-graduate degree should be considered.

Special Training. — After this general education, there should be a special training such as is given in the best normal schools. This should consist of professional studies, such as School Management, Methods of Teaching, History of Education, Practice Teaching.

The Reading Habit. — A teacher should have a large fund of general knowledge apart from that gained from text-books. This is acquired by reading, travel and by keeping one's eyes open everywhere. He should know something of the best literature, books, papers and magazines; the great movements of the world and who are leaders in them. There is nothing of human interest that does not concern the teacher, and he should be ever on the alert to gather knowledge of men and things. As a rule, teachers are woefully lacking in this respect. If a teacher falls into conyersation with a traveling man, he is put to shame because of his lack of general knowledge. The traveling man, perforce, reads the newspapers and magazines and is continually discussing current events ; but the country teacher often has not been out of his own county, lives far from railroads, seldom sees a daily paper or magazine and frequently has no reading other than some little local paper. // the reading habit has not been formed, it should be before teaching is undertaken.

Value of Observation. — In addition to the above, the candidate should in every way possible acquaint himself with the processes of teaching. He should observe carefully those who teach him, should visit schools when possible, should attend teachers' conventions and read journals of education, and spend time in reflecting on these things. In this way he will not only be competent, but be full of enthusiasm and eager for his chosen work. Many will be called to teach before they have all this preparation, but they should never be satisfied until they obtain it.

Legal Requirements.— The state requires every teacher of a district school to hold either a county or state certificate. That these may be secured, periodical examinations are held by county superintendents. As they are often dreaded by the inexperienced, a few suggestions as to how to take the examination will be welcomed. A great deal is said against examinations, that they are an unmitigated evil, do not fairly test the knowledge of the applicant, and are made up of catch problems and puzzles; but after all we could not wisely dispense with them.

Examinations are the main bar to inefficiency. They cause aspirants to make a thorough study of the branches they will be required to teach. They necessitate considerable preparation, so that no incompetent person can suddenly determine to teach and at once set about it. They tend to keep lazy people out of the profession, and have still other uses. It is not wise for teachers to disparage examinations: they should rather encourage them.

In the first place, teachers who are preparing students for this ordeal should give plenty of test examinations. Many applicants fail at the first public effort because it is their first experience. Part of the preparation should consist in taking several complete test examinations with all the care that will characterize the public one that is approaching. Let the teacher grade the papers, pointing out mistakes and omissions. This will give confidence that can be gained in no other way.

Preparation should be made in good time. One school year is probably not too much if it be wisely used. An examination ahead is a powerful stimulus and this year is likely to be as valuable in self-discipline as any ever experienced by the student.

Having taken plenty of time for preparation, as the ordeal approaches, rest. Take two or three days immediately preceding the examination for recuperation and be at your best.

Do not worry. You are now as well prepared as you can be and you can afford to look the situation squarely in the face. Be hopeful; the probability is that the questions will surprise you by being "easy." Await them calmly and confidently.

When the examination is on, make an honest effort. Stand or fall upon your own merits. Devote yourself entirely and exclusively to the business in hand. Give the best answer you can to each question. That your papers should be neat and plainly written goes without saying. If your appearance is good and your papers neat and orderly, it will count in your favor in case of doubt.

A good certificate is a valuable thing to have. When you have secured it and find that the grades are good, the average high, and you have the satisfaction of knowing that it was honestly earned, it is a thing to be proud of and you will not regret the hard work it cost.

3. Securing a School

You may now with confidence apply for a school. Do not ask your uncle or your brother-in-law or any other relative to secure you one. Go where the chances are even. As a rule, it is better not to begin with the home school. You will give yourself a fairer chance in a neighborhood where you were not brought up.

Personal Application. — Where possible, it is always best to apply in person. Call upon each member of the board, state your qualifications modestly and present your testimonials. Your best recommendation should be yourself. Answer questions frankly and ask such as will elicit the information you desire and will also leave a good impression. It will tell in your favor, if you appear to "know your business." Be perfectly natural in speech and manner, remembering that "all affectation but creates disgust."

It may be remarked that every one has the right to look well. One's clothing need not be costly, but should be neat, clean and well-fitting. There are people who always look well-dressed, no matter what the quality of their clothes; it is in the grooming rather than in the quality or style. Some have the idea that the approval of farmers may best be won by dressing as they do. It does not follow. One's clothes should be adapted to his work. Everybody likes to see a teacher well-dressed, that is, with good, plain, well-kept clothing. Over-plainness is not commendable and slovenliness is inexcusable. Good manners and affability are essential.

Application by Letter. — If you cannot apply in person, write a neat business letter asking for the position, stating your fitness, inclosing testimonials and giving references. Do not fail to inclose a stamp for reply. Your own letter will probably count for or against you more than the testimonials of your friends. A misspelled word or an error in grammar will be likely to cost you the position, and it ought to.

Things to Avoid. — Never overstep the bounds of professional courtesy by underbidding or disparaging other applicants. Even if you know anything against a competitor, it is not your place to give such information.

It seems too bad to have to caution teachers against bribery, but according to reports from many sources, it is not uncommon. It appears in various forms, such as agreeing to board at a certain place at a certain price, or to turn over a portion of the money drawn, or in some other inducement. One teacher told the writer that he had secured a school by furnishing a quart of whisky to the ''right" man.

Bribery in any and every form is wholly to be condemned. No school-director who is worthy of his place will accept a bribe, and no man is worthy of the high calling of teacher who will offer one or submit to any dishonest proposal. This practice of bribery is a blot upon the profession.

Contract with Trustees. — The trustees have taken a solemn oath to the proper discharge of their duties. They are usually as honest and conscientious as other men, but not very deeply impressed with their official responsibilities. When you sign the contract with them, you agree to discharge your duties to the best of your own knowledge and ability. Your responsibility lies in carrying out your end of the contract, and if you are wise enough and brave enough, you can help them to carry out theirs.

The law requires the trustees to provide a good, comfortable schoolhouse properly equipped. This to them means frequently that things may go along about as they have gone in the past. In very many cases the schoolhouse is neither comfortable nor well-equipped. It is the privilege and duty of the teacher to point out defects and suggest repairs and furnishings. Before you contract, read the law.

4. Before School Opens

As soon as the contract is signed, your work should begin. If the opening of school is a month or two off, so much the better. It will give the trustees time to carry out any suggestions you may make in regard to repairs and furnishings.

Inspecting the Schoolhouse. — Make the acquaintance of the people in the district, creating as favorable an impression as possible. Be enthusiastic about the appreaching term and hopeful that all of school age will attend. Then visit the schoolhouse and make a thorough inspection. Make two lists — one of the things that the trustees should do, the other of things to be done by yourself and pupils. The building needs a new roof; there are no desks, no chairs, no blackboards, no window curtains ; the walls need painting. These things should be attended to by the district and you should hand the list neatly written to the trustee in charge. Perhaps he will object to taxing the district, but if you have made him your friend, he will want to oblige you. Point out to him the necessity of a comfortable room. It is to be the home of the children for the next six 'months. There is where they will spend most of their waking hours five days in the week. It is his sworn duty to see that a comfortable house is provided. It is necessary not only for comfort but for health. It will not do to have the children exposed to a leaky roof, to draughty walls and broken windows. It is economy to use paint on outside walls. Desks are a necessity for study. Window curtains save the eyes.

Cooperation of the People. — When you have carried your point with the director, help him to make it plain to others. Win the people by your earnestness and they will be ready to respond to your appeal. Do not scold, nor ridicule nor threaten, but simply say that we are going to have one of the best schools in the county and you want everything as nearly right as possible to begin with.

Getting the Children to Help. — This point carried, you next consult your list of things to be done by yourself and pupils. You would better begin with the playground. That will most easily enlist their attention. Make a frohc of it and invite all the children large enough to assist. Clear off all the rubbish, remove obstructions, repair the fence (if there is one), clean out the well or spring and make everything shipshape. When lunch time comes, provide a nice place so that all can eat in a group. Direct the conversation into something pleasant and profitable. After all have eaten, read or tell a story, sing a song, play some pleasant game and then go on with the work.

This should be done only a few days before school opens. The girls can do their part by washing the windows, cleaning the walls and scrubbing the floor. A boy should black the stove.

When all is clean, some touch of adornment may be added. Sprigs of spruce, pine, cedar, holly, hung in festoons over the blackboard and about the walls, have a pleasing effect.

The advantages of some such plan as this are many. It advertises the opening of school; it enlists the interest of both parents and pupils; it affords an opportunity of acquaintance between teacher and people; it gives the children a proprietary interest in the schoolhouse and grounds; and last, but by no means least, it furnishes the teacher an opportunity to study his pupils and arrange a program for the first day of school, which should be a red letter day.

The First Day of School

The Morning Program. — Arrange your program ten days ahead if possible. Find out who the speakers of the district are and get their consent to take the subjects you assign them. There are usually a few people who can address an audience creditably, an ex-teacher, a justice of the peace, a physician, and perhaps a minister. Three or four will be sufficient. The children should have the first place. The program may run something like this:

First Day of School

9:00 o'clock — Ringing of the bell.

Song by the school — America.

Bible reading by the teacher.

Prayer.

Calling the roll.

Remarks by teacher.

Declamation by pupil.

Essay, "Geography," by pupil.

Declamation by pupil.

Essay, ''My First Day at School," by pupil.

Reciting memory gems, Mother Goose rhymes, etc., by school.

Song by school.

Address, "The District School," by justice of the peace.

Address, "Value of Steady Attendance," by ex-teacher.

Address, "Some Rules of Health," by physician.

Closing remarks by teacher.

Song by school.

Dismissal.

Do not jail to carry out some such program as this. If it is carefully arranged beforehand, it is sure to be a success. The patrons must be seen in good time and asked to make a ten-minute speech on the subject you have selected. If one demurs, give a little tactful encouragement. If he asks, "What shall I say?" you may briefly outline his address for him. Be sure to call on every one who is to take part, more than once if possible, and see that each one is really in earnest.

The children should meet two or three times for instruction and rehearsal, so that no failure is likely to occur on their part. The schoolroom should be just as neat and pretty as it can be made. The visitors should be provided with seats, and they should be cordially welcomed. Every parent in the district should be invited and an opportunity given for voluntary remarks.

The most important part of the whole is the address by the teacher. He should indorse what has been said about regularity of attendance, promptness and obedience, and speak of the value of a day in school, the disadvantages of a day lost, and the difference an education makes in earning power in after years.

Much is gained by such a plan as this. A good impression is made upon the pupils, and the parents have committed themselves to the essential things. The first half day has been well spent.

It remains to be said that in calling the roll, you should have the name of every pupil in the district.

If any are not present, inquire about them and express the hope that they may enter at once.

Other First Day Duties. — If it is your first term in the district, you will have many things to learn. The school register lejt by your predecessor is one of your main allies and should be consulted several days before school opens. From it you get the names of the pupils and their classification. Make a list of the classes and names in each. They are probably classed according to the school readers.

The Afternoon Program. — After opening exercises in the afternoon, say something like this: "I find by last term's register that the following pupils are in the second reader." Proceed with the names and thus on through the list. All new pupils who have never been in school before are in the chart class until further developments. Any that are more advanced may be called to the front, asked a few questions and placed where they seem to belong.

Lessons should now he assigned. The first reader class will begin on page so and so and be ready to recite in ten minutes; the second reader class, on such a page and recite immediately after; and so on through all the readers. This puts everybody to work.

You shoidd next hear the chart class. Ask them if they can read, if they have any books at home, if they would like to be able to read. ''Here is a book. I will read a little for you. Would you like to learn to read? I will teach you." Write a word upon the board, as

''hat" or "man," and tell them what it is. Have a little talk about it. Let them repeat it several times as you point to it, and tell them that they can now read one word. Give them some little slips of paper and show them how to write the word at their seats.

It is now time jor the first reader class. Call the class in whatever way you have decided upon. Have each one read. Make such comments as you think best and carefully assign the next lesson, telling them when it will be recited. But just now they are to study their number lesson. Put on the board such combinations as you think they can master, and show them how to carry on the work at their seats.

Proceed with other classes in like manner until all have been heard. It is now time for recess. Make some pleasant remark about the session that has just passed, tell them how many minutes recess they may have and ask them to come in promptly at the ringing of the bell.

After recess, hear the number and arithmetic classes. This closes the work of the first day. Make a two or three minutes' talk commending the school for its good beginning and for its bright outlook, stating what the aims of the school are and what each one's purpose should be. Sing a verse or two of some familiar hymn, asking all to join, bid them a cordial good evening, and the first day is over.

A Good Beginning. — The important thing in the above is that you have proved yourself master of the situation. All pupils were quickly classified and work was begun without delay or confusion. You may be sure that those who have been in school before, will judge of your eflQciency, consciously or unconsciously, from the first moments and keep on judging until the last. They have now made up their minds as to whether or not you understand your business and the kind of teacher you are going to be. ''School" will be the subject of conversation on the playground and in every home: hence the importance of a good beginning. A favorable start presages well, but it will not do to rest upon it. We must not lay down our arms or relax our vigilance, nor make a single boast until the battle is won: then our work will speak for itself. It becomes a general, after the first outwork has been won, to look well to his forces, to understand conditions and thus be prepared for the main conflict. So let us take a view of the situation.

Chapter II Things To Be Kept In Mind

I. The School for the Children

Its Fundamental Purpose. — It must be understood by all concerned that the school is not created for the benefit of the teacher, to insure him an easy position and a comfortable salary; nor for the trustees, to afford them an opportunity to exercise authority; nor for the County Superintendent, valuable though his advice and visits may be. The school is primarily, secondarily and finally for the children. For them it was brought into existence, for them alone has been provided all the paraphernalia of educational government from the United States, represented by the Department of Education, dov^n to the district school, represented by the Board of Trustees and the teacher. All officials from the highest to the lowest are the servants of the school.

Everything belonging or pertaining to the public schools is holy, consecrated, set apart for the most divine purpose in the world, that of educating and training the children. Their minds must be developed and trained, their morals cultivated, their health cared for, their manners improved. The test of every educational device should be — is it for the good of the pupils?

The Teacher's Function. — This principle does not neglect the teacher. His time, thought and strength belong to the pupils and for their sake must be conserved. It is of vital importance to the school that the teacher be strong, cheerful and efficient. If he overtax his strength or neglect to prepare his v^ork, the school will suffer. This obligation does not impose any cruelty upon the teacher; neither is his sacrifice in vain. The principle laid down by the Saviour, ''He that loseth his life for my sake and the gospel's shall find it," is eminently true of teaching.

2. The Rights and Duties of Parents

The rights and duties of parents should be made a subject of careful study by the teacher.

Parental Duties. — It is the duty of parents to send their children to school; to provide them with food, clothes and books; to uphold the teacher in his requirements; to pay all necessary taxes levied by the trustees. It is necessary frequently for the teacher to remind the parents of these duties. This should always be done in a spirit of kindness and of service. Parents are prone to keep children out of school for light reasons, — to run errands, or to take the place of hired help. Explain to them the loss that a day means. A class is like a line of march; it must keep step. If one loses a day, he is out of step and out of line. He has missed the lessons and explanations which his fellow students received and which are necessary to further progress. If he loses several days, he cannot go on with his class and is discouraged. If he perseveres, it is with the greatest difficulty and with extra demands upon the teacher's time that are a distinct loss to the school- In respect to books, also, parents must be reminded. They have so many apparently larger duties that they can scarcely be bothered to provide a reader or tablet or pencil. But these things are just as important to the children as the larger matters are to the parents. Books are as necessary to the child as tools to the farmer. In other words, as well send a man out to cultivate the soil without tools, as to send a child to school without books. Moreover, the child's time is as valuable as it will ever be. He is laying the foundation of future usefulness and every day in school adds power for many days in the years to come. It is, therefore, most important that no time be wasted for lack of books.

In regard to upholding the teacher, there is often misunderstanding. // is plainly the duty of parents to stand by the teacher in everything that is right. If in their opinion his rules are wrong, they may not come to the school and upbraid him publicly, but may speak to him privately, giving their view of the case and asking for consideration. The wise teacher will be grateful for such a course and will always consider a matter from the parents' point of view and then act according to his own best judgment. If the adjustment is still unsatisfactory, the matter may be laid before the trustees. The teacher is responsible to the trustees and they in turn are responsible to the people.

Parental Rights. — Having considered the duties of parents, let us now look at their rights. First, they have the right that their children be provided with comfortable quarters; that their health be not endangered by sitting in the cold, or in a draughty room, or in an unventilated atmosphere; that their forms be not distorted by backless benches, or by desks that are too high for the arms or otherwise unsuitable: second, that the children be treated with consideration; that more shall not be required of them than their years and experience will justify; that they be spoken to with kindness and gentleness, such as a dairyman would require for his cow; that they shall not be needlessly exposed to contaminating influences; that they shall be taught to treat others kindly and shall receive right treatment in return : third, that they shall be well taught in books, in morals, and in behavior; that their instruction shall be suited to their understanding and fitted to their usefulness in life; that the example of the teacher shall be worthy for the pupils to follow: fourth, they have a right to be informed of the needs of the children in whatsoever pertains to their effective school work, if they are falling behind in any of their classes, are negligent of their duties, or if they are habitually tardy or loitering on the way to or from school: fijth, they have a right to cooperate with the teacher in every way possible and to be shown how they may do this to the best advantage.

All these rights are inviolable and must be respected. Sometimes parents overstep them, but it is usually from lack of knowledge and because of their solicitude for the children. They should be treated considerately, though the teacher must maintain his own rights and not yield weakly to unreasonable demands. It is not wise to inform parents, no matter how great the provocation, that you are running this school and it is none of their business how you do it. Have your own rights and duties clearly defined, keep well within their limits^ and firmly, hut with courtesy and dignity, stand your ground.