The teacher should let the principal have a schedule of what he intends to do each day of the week. Schedules should be uniform in the scheme of arrangement but the distribution of subjects and the apportionment of time should be left to the teacher. The schedule may be arranged with the names of the days heading the columns and each of the five columns cut up into periods of instruction, or it may be arranged with the name of the subject heading the column and under each subject the name of the day and the period in which it is taught. The former arrangement, however, is more convenient for the principal.

Each month or so the teacher should let the principal know what progress he has made in the different subjects. He should indicate, (1) the subject, (2) type examples or problems, and (3) the stage of instruction reached, as development, drill, or what not. Such information should be arranged in topical outline if possible.

Several means may be employed for the purpose of indicating the progress made. In the first place the course of study might be utilised. The course of study should have the topics and subtopics of the subjects numbered and lettered. The teacher can then indicate by name of the subject, and topic number, exactly what has been covered. He might also indicate the stage of instruction reached, whether drill, review, or what not. For tests he might also send out a series of typical questions.

A somewhat similar method would be for the teacher to give an outline of his plan-book to the principal. If such plan-books are arranged in a series of topics divided into weekly periods, and numbered or lettered, the same method could be used as suggested in the preceding paragraph. Type examples, etc., might also be given.

The method of sending out a progress-book each month

finally ends in a mechanical copying of parts of the course of study, or of progress-books used on previous terms. It often is a perfunctory piece of clerical work at best.

As regards the children of the class the teacher should give them as effective instruction as possible in all the subjects as specified by grade requirements. Effective instruction implies, (1) that the teacher has studied up the subject-matter in standard authorities and by first-hand investigation and has blocked off and outlined his material so as to cover the grade work, (2) that he has carefully studied books, monographs, suggestions, etc., on method, and has selected effective means of presenting his logical outline, (3) that he has carefully planned each day's work and has before him on each day some sort of outline of the day's work with suggestions as to method, material, etc., and (4) that he goes through the complete cycle of development, review, drill, and test, before he is satisfied with his instruction. From the side of the children, effective instruction also implies, (1) that no discrimination is shown in the matter of books, supplies, etc., (2) that individual help is given to such children as need it, and (3) that the standard of efficiency in instruction as given in a preceding chapter is approximated.

It is the duty of the teacher to give the pupil a report of his general proficiency each month or at some stated interval. If a pupil is deficient his deficiences should be noted. A child who seems to be in danger of falling too far behind in his work should be privately interrogated and cautioned and his parents should be notified. No boy should be allowed to sit in a class week after week without knowing where he stands in the different subjects, what his weaknesses are, and what are his chances of promotion.

When work is corrected it should be returned to the children or at least shown to them. Papers should not be thrown away in sight of the pupils. Such a method of procedure is not conducive to effort on the part of the children.

The teacher should keep some record of the progress of the children in the different subjects and should make such record the basis of his recommendation for promotion, etc. There should be no guesswork in this connection.

2. Duties in discipline. In all questions of obedience, carrying out instructions, response to cooperation, and report on methods or devices in discipline specially effective, the teacher should follow the same course in his discipline as in his instruction.

The teacher should fill out and return promptly all blanks, requests, etc., sent by the principal for information on register, attendance, absence, lateness, truancy, disorder, etc., of pupils. He should also keep a record of supplies, books, etc., received, and he should have on file receipts from the children for all material which is to be returned by them.

In his management and control of the children in his charge the teacher should accord them such rights as I have indicated in the preceding chapter. He should consider that the pupils are as human as himself, that they have desires, impulses, and feelings, and that they inwardly resent suppression, injustice, and inconsistency.2

The teacher should always view his relation to the child as that of a guide, counselor, and instructor. He should not assume the position of the judge nor even that of the

2 For good advice in this connection, see Taylor, Jeremy, Holy Living and Holy Dying, Bohn Library, 144.

outside world. No doubt the offences of a strange child on the street would call for police interference and little consideration. But that same child in the classroom is in the position of one who is still developing, and so requires kindly treatment and guidance. The teacher is paid to bring up the child in the narrow path and so should labor with might and main to train and govern the child and develop right action in him. If he has any dislike he should not express it in his position as teacher.

In his discipline of the class the teacher should not stop short at government. He should train the children in right habits. He should give them instruction in ideals and virtues. He should allow them adequate practice in conduct and should encourage such actions as are right and good. He should, in the words of Jeremy Taylor,3 'so order the accidents of their lives, that by good education, . . . holy example, innocent company, prudent counsels, and . . . restraining grace, their duty . . . may be secured in the midst of a crooked and untoward generation.'

Since in this part of the book conduct is the subject of my story only a brief indication of the duties of the teacher in discipline is necessary. Full and explicit treatment will be given in the succeeding chapters. Since discipline is concerned wholly with conduct, it becomes necessary to consider what conduct really is, what lies back of it, what forms it assumes, and how it may be developed both generally and specially.

Holy Living and Holy Dying, Bohn Library, 158.

CHAPTER VIII

THE NATURE OF CONDUCT

§ I. CONDUCT IN PRIMITIVE RACES

1. The child and the race. The development of the child in a serial order allied to the supposed graded stages of hunting, grazing, agriculture, etc., is based on a misconception of primitive life. When, for example, the periods of childhood are arranged in serial stages, as root and grub from birth to the fifth year, hunting and capture from four to twelve, pastoral from nine to fourteen, agricultural from twelve to sixteen, and shop and commercial from fourteen to forty, we have an academic arrangement which has no basis in fact.1

In the first place, environmental conditions determine to a large extent the industry of a race. Nomadic races flourish in the steppes of Asia, agricultural tribes are found on level ground, fishers and hunters in the woodland or on the seacoast. Now the hunter and fisher, for example the Eskimo, can never develop into anything else. He can hardly become a tiller of the soil. Again, nomadic tribes do not develop agricultural propensities and found cities. It is by conquest that the nomad has seized fertile and rich lands, and then remained on the ground he has captured and given stamina to agricultural pursuits. Primitive history shows this.

1 For such arrangement see: Chamberlain, Alexander, The Child, 59. Dopp, Katherine Elizabeth, The Place of Industries in Education. Horne, H. H., The Phil. of Ed., 223.