Hints to common school teachers, parents and pupils; or, Gleanings from school-life experience online

UNIVERSITY OF CALIFORNIA
AT LOS ANGELES




HINTS

TO

COMMON SCHOOL TEACHERS,

PARENTS AND PUPILS;

OR

GLEANINGS FROM

SCHOOL-LITE EXPEEIENCE.



BT

HIRAM ORCUTT, A. M.,

PRINCIPAL OF NORTH GRANVILLE LADIES' SEMINARY.



" Teaching a Science The Teacher an Artist,"



REVISED EDITION.



RUTLAND:
GEO. A. TUTTLE & COMPANY.

BKOWN, TAGGARD & CHASE, BOSTON.
1859.



Entered according to act of Congress in the year 1859, by

HIRAM OKCUTT,

In the Clerk's office of the District court for the Northern District
of New York.



Education
liWmry



10



TO
THE HUNDEEDS OF HIS PUPILS,

WHO, AS PRACTICAL TEACHERS, HAVE DONE HONOR
TO THE PROFESSION,

THIS LITTLE VOLUME IS RESPECTFULLY INSCRIBED

I BY THEIR FAITHFUL FRIEND AND FORMER

TEACHER THE AUTHOR.



PREFACE.

THIS little book had its origin in EXPERIENCE.
It was not, originally, written with a view to publi-
cation but for the benefit of the Author's Normal
Classes. The substance of these chapters has been
recently published in the form of newspaper articles
for the benefit of those employed in Teaching Dis-
trict Schools in this vicinity. It is now republished
in a more permanent form, by the solicitation of
Teachers and friends, and with the hope of aiding
the less experienced in the arduous and noble work
of school-keeping. The Author does not aim to
discuss, at length, the subjects here treated, but to
present to the reader just what the title page indi-
cates, some " Gleanings " from twenty years' experi-
ence, or pi*actical "Hints" as to the management
and instruction of "Common Schools," and the
duties of Teachers, Parents and Pupils.

NOBTH GRANVILLE, K Y., Aug. 15, 1858.



PREFACE TO THE ENLARGED EDITION.

A NEW edition of the "Gleanings" has been
called for much earlier than was expected ; yet, a
a revision is undertaken with cheerfulness and hope,
in view of the marked favor with which the first
edition has been received. The Author acknowl-
edges that the book was too small to allow him to
do justice to the important subjects treated ; too
small for the price which the Publishers were
obliged to charge for it. To remove these objec-
tions, the work has been enlarged one-half from
72 to 144 pages and a large edition is published.
Though containing twice as much reading matter,
it will be sold for the same. The book has been
rewritten and one entirely new chapter (upon Study
and Recitation) inserted, which, it is believed, will
greatly enhance its value.

The Author has not departed from his original
plan in the present edition ; the book will still be
found concise and eminently practical, containing



VI. PREFACE.

more of thought than discussion, more of sugges-
tion than argument. The " Hints " are designed
for three distinct classes, viz.: Teachers, Parents and
Pupils, yet all are inclosed in one volume. The
whole book is intended for each class, and is as appro-
priate and important for one as the other. Each
should know all that has been said to the others, as
their relations are mutual and their interests insep-
arable.

Grateful for the favor shown his former efforts,
the Author again submits this little volume to those
for whom it was written, anxious only that it may
aid in promoting the cause of Common School
Education.

The Author exceedingly regrets to notice that a
few errors remain in the book unconnected.

MARCH 1, 1859.



CONTENTS.

i.

IMPORTANCE OF THE TEACHER'S WORK, - - 9

II.
HIS NECESSARY QUALIFICATIONS, 18

III.
SCHOOL MANAGEMENT, 33

IV.
SCHOOL DISCIPLINE, 50

V.
SCHOOL INSTRUCTION, 64

VI.
STUDY AND RECITATION, 89

VII.
CONCLUDING REMARKS TO TEACHERS, - - - 119

VIII.

OUR "COMMON SCHOOLS," TO PARENTS AND
PUPILS, 130



I.

IMPORTANCE OF TEACHERS' WORK,

THE great Sculptor, Hiram Powers, has just
completed the bust of the distinguished Edward
Everett, which is said to be unsurpassed by any
artist, either in ancient or modern times. Yet,
how much greater the work and more distin-
guished the artist who aided in forming the mind
and character of that same Everett, now acknowl-
edged to be the greatest living orator. When but
ten years old, young Everett sat before Daniel
Webster and received from him, as his teacher,
the rudiments of education. More than half
a century afterwards, when both teacher and
pupil had attained the most distinguished honors
and the highest position among their fellow men,
the one having passed off the stage of life, leav-
ing the other without a li ving superior, the pupil

sat for his bust before the artist Powers.
2



10 THE TEACHER'S WORK.

And to whom shall we award the praise ? To
the Artist or the Teacher ? to the distinguished
Powers, or the immortal Webster and his co-
laborers in the work of education ? We may
admire the genius and skill of him who has taken
the rude block of marble, cold from the quarry,
and converted it into an almost breathing statue.
Ages will venerate him ; time will pay him a
tribute of respect ; poesy will proudly rear a
tablet to his memory, and history will adorn her
pages with his eulogy.

The Painter, who represents on canvas the
beautiful creation of his own imagination, or the
striking events of story, rears a monument to
his own memory that will 1 long endure and con-
tinue to rise in loftier majesty and more fit pro-
portions, from generation to generation.

Still, how insignificant the work of the Artist
when compared with that of the true Teacher.
The one works upon stone or the canvas, the
other upon the undying spirit ; the one creates
the form and figure of the lifeless body, the
other moulds the living character of the hero,



THE TEACHER'S WORK. 11

statesman and sage. The Artist attracts atten-
tion as a man of genius, and his works are
admired as evidence of inimitable skill ; but the
memory of the faithful Teacher will be cherished
with gratitude Avhen all earthly distinctions shall
be forgotten, and the results of his labors will
endure forever.

His material is no rude earthly substance to
be fashioned by the chisel, or made to glow with
animation by the pencil. It is his to mould the
MIND, that emanation from Deity which, when
developed, constitutes the intellect, the affections
and the will ; which denies relationship to any
thing earthly, and claims kindred with the skies,
and which, when all material forms shall decay,
will continue to live and to glow in the brightness
of progressive immortality. What then is the
Sculptor's or Painter's art compared with his ?
It is the Teacher's business to form the intellect,
not to fashion a stone ; to guide the affections,
not the pencil ; to stimulate conscience and give
energy to will, not merely to make the lifeless
eye speak in a group of figures, or the graces



12 THE TEACHER'S WORK.

sit enthroned on a marble brow. In a word, it
is his to educate the human soul and fit it for its
noble designs and destiny. From the canvas
upon which he paints, no impression can be
erased ; good or evil, truth or error, virtue or
vice, it must ever remain. How important then
the Teacher's work !

The Warrior, the Statesman and the Scholar,
claim also a share of the world's homage. And
may we erect triumphal arches ( to our own
Washington, who led our armies victorious over
the slaughtered hosts of their enemies, and
afterwards presided in our public Councils ?
May we institute a great national festival, whose
annual return is celebrated by bells, bonfires,
illuminations and public rejoicings in view of the
great work which our hero and statesman has
accomplished ? May we purchase " Mount
Vernon," that the great name of the " Father
of our Country," may be forever associated with
the home 'of his manhood, and that a mighty
Nation may water his tomb with their grateful
tears through all coming time ? It is well to do



THE TEACHER'S WORK. 13

so. But what avail the victories of our revolu-
tion or our dear bought freedom ? What avail
to rear monuments and consecrate public grounds
to perpetuate the memory of our great national
struggle and of the warriors and statesmen
whom we delight to honor, if the School be not
established and the Teacher employed to prepare
the people for the enjoyment and preservation
of our liberties ? Self-government is not possi-
ble without intelligence and virtue. Hence,
great statesmen and victorious armies are of
little value in any country, without efficient
Teachers. Indeed, the Teacher has ever been
the patron of society. To him has been com-
mitted the work of training the mind and forming
the character of each generation of American
citizens, and at a period when the most suscep-
tible of durable impressions. And our future
citizens and rulers are now under his care and
instruction. Their moral and intellectual char-
acter must be moulded chiefly by his hand. To
our Common Schools, we must look for those
who will soon be called^mpon to manage the



14 THE TEACHER'S WORK.

affairs of families, to transact the business of
town and state, to fill the vacated Bench of
Justice, to sit in the Halls of Legislation, and
to direct and control the Church of God.

Upon the character of our Schools and Teach-
ers, therefore, depends the weal or woe of unborn
millions. ; the prosperity or downfall of our
boasted Institutions.

And if, as. some one has told us, " to'educate
a child perfectly requires profounder thought,
greater wisdom than to conquer an Empire or
govern a State," what place among the honored
of our nation and the benefactors of our race,
shall we assign to the efficient Teacher? May
the profound schofar, who retires from the strifes
and conflicts of life and spends his strength for
the public weal, win from us his mead of praise ?
And shall we not honor him also who consecrates
himself to the great work of cultivating mind
and training American citizens for their peculiar
duties and responsibilities ?

The late Dr. Channing once said, " One of
the surest signs of the regeneration of society.



THE TEACHER'S WORK. 15

will be the elevation of tlie art of teaching to
the highest rank in the community. When a
people shall learn that its greatest benefactors
and most important members are men devoted
to the liberal instruction of all its classes, to the
work of raising to life its buried intellect, it will
have opened to itself the path of true glory.
Socrates is now regarded the greatest man in an
age of great men. To teach, whether byword
or action, is the greatest function on earth."

There is another view of our subject which
magnifies the Teacher's work still more. Teach-
ing is the source of our most valuable attainments
and greatest blessings. Who does not owe a
debt of gratitude to the Teacher? Look on the
favored portions of our country, and ask whence
the general intelligence, virtue, order and hap-
piness that characterize the people ? whence
these countless privileges, innumerable sources
of enjoyment and thousands of smiling, happy
homes that meet our eye ? Do they not all
emanate from our Schools ? Are they not the
result of Teaching ?



16 THE TEACHER'S WORK.

"We are accustomed to look with pride upon
the noble phalanx of educated men and women
who have done so much to elevate and honor
our country. Our Editors, Authors, Orators
and Statesmen have an imposing character and
commanding influence ; our professional men
are distinguished for learning, skill and ability,
and many of them have gained a world wide
and enduring reputation. But are not all these
the workmanship of the Teacher ? The com-
parative importance of the Teacher's work will
be best illustrated by the following fable :

" When Jupiter offered the prize of immor-
tality to him who was the most useful to mankind,
the court of Olympus was crowded with com-
petitors. The warrior boasted of his patriotism,
but Jupiter thundered ; the rich man boasted of
his munificence, and Jupiter showed him the
widow's mite ; the pontiff held up the keys of
heaven, and Jupiter pushed the doors wide open ;
the painter boasted of his power to give life to
inanimate canvas, and Jupiter breathed aloud in
derision ; the Sculptor boasted of making gods



THE TEACHER'S WORK. 17

that contended with the immortals for human
homage, Jupiter frowned ; the orator boasted of
his power to sway the nation with his voice, and
Jupiter marshaled the obedient host of heaven
with a word ; the poet spoke of his power to
move even the gods by praise, Jupiter blushed ;
the musician claimed to practice the only human
science that had been transplanted to heaven,
Jupiter hesitated ; when seeing a venerable man
looking with intense interest upon the group of
competitors but presenting no claims, ' What art
thou ? ' said the benignant monarch. ' Only a
spectator,' replied the gray headed sage ; ' all
these were my pupils.' ' Crown him, crown liimj
said Jupiter ; ' crown the faithful Teacher with
immortality, and make room for him at my right
hand!'"



II.

HIS NECESSARY QUALIFICATIONS.

MORE depends upon what the Teacher z's,
than upon what he does. Like the poet, he is
endowed bj nature with the most important
qualifications for his work, nascitur non fit.
This natural talent may be cullivated but can
not be created by education.

The true Teacher has a large share of common
sense, or as some would call it, good judgment.
This is practical wisdom a sort of instinct as
to the fitness and propriety of things. It teaches
its possessor to do the right thing at the right
time. It acts in the real and not in the roman-
tic world, and adapts one to circumstances, to
society and to duty.

There are many opportunities for its exercise
in the school-room ; many instances when the
want of it imperils the Teacher, or proves his



NECESSARY QUALIFICATIONS. 19

ruin. A question of political or judicial economy
is about to be settled in his little empire ; he has
no time for consultation with older and more
experienced teachers ; no time to read books on
the " Theory and Practice of Teaching ;" the
question must be settled without delay ; the
existence of his authority, and his destiny as a
teacher, depends upon prompt and judicious
action. Under such circumstances, sound com-
mon sense is the teacher's only security.

The successful Teacher has an earnest devo-
tion to his work. The employment is congenial
to his tastes ; he has a natural love for the office
for its own sake ; the detail of school-room life
is pleasant ; intercourse Avith the pupils, a social
and intellectual gratification ; teaching an agree-
able exercise, and the consciousness of having
contributed to the intellectual and moral good
of the young, his ample reward. If this is not
the case, if the teacher's tastes, interests and
ambition are not in his employment, no amount
of talent, no intellectual attainments, can fit
him to instruct and manage a school.



20 NECESSARY QUALIFICATIONS.

A cheerful and hopeful disposition is also
essential to success in teaching. The radiant
smile of cheerfulness is the sunlight of the
school-room which diffuses itself through the
atmosphere, and is reflected from every coun-
tenance. It wakes to new life the slumbering
energies of the mind and creates an abiding
interest in the duties and scenes of school-life.
The cheerful teacher makes his pupils cheerful,
but sadness and discouragement on his counte-
nance, burden the mental atmosphere with gloom
and chill the very life-blood of vigorous thought,

Hope is also an essential element in the
teacher's character. He must be inspired with
faith in human nature and human progress ; in
the moral and intellectual capacity of his pupils ;
in the power of good instruction and good exam-
ple to improve and elevate the mind, and in the
vast importance of his own sphere of influence
in educating and forming the character of those
committed to his charge. Hope built upon such
faith is strong and powerful as a stimulus to effi-
cient action.



NECESSARY QUALIFICATIONS. 21

A natural and earnest sympathy with the
young is another valuable trait in the character
of the teacher. With him life should ever be
young. He must be fond of the society of
children and youth ; must partake largely of
their hopes, their joys and their enthusiasm, and
must be sensitively alive to all that interests or
troubles them. Such a teacher has a sympathy,
an interest, an affection for his pupils which will
create in their minds corresponding feelings, and
give him power and influence over them that can
be gained in no other way. He can mingle in
their sports without losing his dignity or author-
ity ; can reprove and correct them without
provoking their ill will. Such a master will
succeed.

Aptness to teach is also a gift of nature, still
it may be improved by culture. Quickness of
perception and accurate knowledge are impor-
tant, but the most brilliant scholars are not,
usually, the best teachers. The power to com-
municate and instruct so as to gain the attention
and wake up the mind of the pupil, is the



22 NECESSARY QUALIFICATIONS.

indispensable gift to which we allude. This
enables the teacher to adapt his instructions to
the peculiarities of his pupils. Some need
encouragement, others caution, and still others
rebuke, according as they are timid, ambitious,
or self-sufficient. Aptness to teach implies skill
in the selection and use of illustration. It
guides the teacher as to the amount of instruc-
tion to be given, that he may not make the task
of the pupil too easy, but simply possible. In
a word, it instructs him when to teach, how to
teach, and how much to teach.

Earnestness and perseverance are among the
necessary qualities in the teacher.

These qualities are indispensable to success in
any department of labor. Look where you will
for examples, the same truth is illustrated. The
earnest man succeeds ; the indolent, though pos-
sessed of more talents and greater attainments,
often fails. The earnest and determined teacher
not only performs much more labor in the same
time, but inspires all around him with his own
spirit. He infuses life and animation into the



NECESSARY QUALIFICATIONS. 23

minds of all, awakens new interest in study and
exerts a commanding influence which is felt not
only in the school-room, but also in the district
and town where he resides. He is a living,
breathing, acting spirit. Enthusiasm \_Grod in
us~\ has taken possession of his soul. He has
caught the divine idea of education and feels a
divine solicitude to acquit himself in a manner
corresponding to the importance of his work.

His earnestness and eagerness to accomplish
his object, call forth a corresponding effort. No
obstacles intimidate, no difficulties discourage
him ; he feels no misgivings, he knows no defeat.
Such a teacher has power by his presence to
create order out of confusion, and to make his
school popular, profitable and successful.

The efficient teacher must have a sound and
well cultivated mind.

A sound mind is not only the foundation of
true manhood, but the source of all successful
efforts. It is conceded that respectable talents
are necessary to fit the young man for successful
business, or efficiency in any one of the mechan-



24 NECESSARY QUALIFICATIONS.

ical arts or professions. For the factory, the
workshop, the counting-room, we demand young
persons of talent, and can less be required of
those who are to occupy the important position
of teachers ?

And this mind must be cultivated ; must
acquire the power to think, to analyze and
reason. An undisciplined mind is unfit to edu-
cate other minds. It cannot appreciate the
importance of systematic culture, or employ the
means necessary to secure it. Without the
power and habit of well regulated thought, the
teacher can himself have no available knowl-
edge ; and if he had, could have no power to
impart it to others. Hence, every teacher should
be thoroughly disciplined by mathematical and
classical study. These furnish the most direct
means of securing mental discipline.

But discipline is not the only advantage
derived from such studies. The study of Latin
is indispensable to a thorough knowledge of the
English language, and the most successful way
to learn that language. To illustrate, allow any



NECESSARY QUALIFICATIONS. 25

two individuals of equal age and equal capacity
to commence the study of the English language
with a view to make the greatest possible attain-
ments in two years. The one may study English
grammar during the whole time, and under
proper instruction ; the other may spend his
first year (one-half the time allowed) in the
study of Latin ; the second year he may spend
in the study of English, and the latter will be
the better English grammarian when the two
years have expired. The study of the higher
mathematics is of great service to the Common
School Teacher. It adds strength and vigor to
his mental powers, and affords him a knowledge
of the principles necessary to explain arithmetic
and the practical natural sciences.

The facts and principles of the branches to be
taught must be thoroughly understood. And,
if the teacher would do himself full justice, he
must extend his knowledge far beyond his pres-
ent necessity and requisitions. He cannot teach
clearly in the twilight of his own knowledge, nor
communicate more definite information than he
3



26 NECESSARY QUALIFICATIONS.

himself possesses. All branches of science are
connected. No one branch can be properly
taught and illustrated without the aid of others.
With a knowledge of the lesson to be taught,
merely, the teacher may be able to throw some
light upon the subject before him, but it is like the
light of the sun where there is no atmosphere to
diffuse and reflect it all in one direction, and
total darkness everywhere else. The range of
the teacher's studies should, therefore, be exten-
sive, and his knowledge liberal. He should be
familiar with all the principles that can aid in
the explanation of the subjects to be taught.
He should gather up and preserve all attainable
facts and incidents to be found in the wide field
of science and history. All passing events
should be preserved for use in the school-room.

In a word, the teacher should be constantly
reading, observing and thinking, for the benefit
of his pupils and the honor of his profession.

Another desirable quality in a School-Teacher
is self-respect. This implies a consciousness of
integrity which makes one strong in the discharge



NECESSARY QUALIFICATIONS. 27

of his duties ; it gives its possessor noble aims
and honorable motives, and enables him to hold
a commanding position among his pupils, and to
exert a healthful influence over them. Self-
respect also implies self-reliance, or a confidence
in one's own ability and qualifications for his
office. Such a teacher is not ostentatious, but
simply self-confident. Difficulties do not intimi-
date nor disturb him, because he feels himself
adequate to surmount them. He rightly judges
himself worthy of his own confidence and es-
teem, and is sure to gain the respect and confi-
dence of his pupils, so necessary to his success
and usefulness.

Self-respect is intimately connected with self-
control. This, also, is essential to success in
school-keeping. Without it, a master is like a
ship without a helm. In calm weather he may
experience no serious difficulty, but when the
storm comes and the winds blow, as surely they
will, he has no security from wreck and ruin
but in his own self-possession. The teacher
whose mind is thoroughly disciplined and well



28 NECESSARY QUALIFICATIONS.

balanced, can command his knowledge ; can
apply himself to any subject, whether literary
or judicial. His understanding, reason and
judgment are ready for any emergency ; hence
his efficiency.

Self-control also gives authority. To be qual-
ified to govern others, the master must govern
himself, his temper and his tongue. His power
to quell a raging tumult or crush a rebellion lies
in his coolness. Authority is undoubtedly a gift
of nature ; but it is, in a measure, the result of
other cardinal and cultivated qualities : principle,
decision, independence, dignity, disinterested-
ness and refinement are all commanding ; they
give power and impression to the whole man ;
they speak out in his eye, his step, his voice and
in all his movements and expressions. Such
self-respect and such self-control gain for the
teacher his true position as instructor and gov-
ernor of his school. After all, the teacher, to
be efficient, must be professionally educated,