The Mechanical Part of Teaching by CLIFFORD RUSSELL

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · May 9, 1907

The Mechanical Part of Teaching

By CLIFFORD RUSSELL

THERE is something wonderful, fascinating, in the working of an intricate piece of machinery. It may be the almost intelligent grasp of the linotype, or the mighty swing of the ponderous engine. As we watch each individual part swinging into play at just the proper instant, and all done in such perfect order and with so little noise and confusion, all under the absolute control of one master mind, yet accomplishing the work of many minds and hands, we are led to exclaim, How wonderful! Yet if one bolt should become loosened, or one cog broken, the work must stop, and the mechanic must seek out and repair the defect before perfect results can be again obtained.

So it is in conducting a school. There are many details which, considered singly, without proper connection with the symmetrical whole, might be thought unimportant; yet each has its place to fill, and if neglected or ignored, the best results are not obtained.

The teacher who would have a smooth-running, orderly school must first learn to discipline himself. He must remember that he is a constant object-lesson before the eyes of his pupils—in manner, in dress, in conversation, in deportment. It means much to accept a position as instructor to a band of bright, active children, and train their minds along right lines, and so inspire them with an ardent love for the message that their greatest desire will be to fit themselves to become active missionaries to carry this glorious truth to the world.

Now let us consider some of the machinery, so to speak, of a successful school. Rules of order, proper classifications, carefully prepared program, correct records, regular examinations—these are a few of the more necessary mechanics of the schoolroom.

No teacher can do satisfactory work amid disorder and confusion. However, do not make the soon-to-be-repented-of mistake of beginning the first day of school by laying down a dozen set rules and establishing forthwith an absolute monarchy. Classify your school. Study your pupils individually, for each has a disposition all his own. Then make such rules as the situation seems to demand. Having made a rule, enforce it until such time as it may be repealed. A few rules properly enforced are far better than many with but a lax enforcement.

The school should be classified and graded in strict accordance with the outline and course of study adopted for our schools. It is to be hoped that the teachers' manual now in preparation will be ready for distribution before the schools open in the fall. The teacher should furnish a report to his successor at the close of school, which report should contain a syllabus of classes, grade of pupils, average standings for the year in all studies pursued, amount of work covered by each class, and a copy of the daily program. This report should be made in duplicate, one copy to be filed with the school board and the other sent to the superintendent of education in the conference. Such a report placed in the hands of the teacher upon the first day of school would prove of inestimable value in classifying and grading the work.

The daily program, as soon as properly adjusted to meet the needs of the school, should be placed upon the blackboard, or in some other conspicuous place where all can see it. This is especially imperative during the first few weeks of school. Then adhere strictly to it, giving to each class its proper time and attention.

The matter of keeping records neatly and correctly is of much importance. These should consist of a daily register showing the attendance and punctuality of each pupil, together with a report to the superintendent at the beginning and close of school, as well as monthly reports during the school year. These are in addition to the report to your successor already spoken of. Besides this, the energetic teacher will keep the parents informed as to the quality of work done by their children, by carefully filling out and sending to them a monthly card showing attendance, punctuality, deportment, and standings.

This leads us to the consideration of the matter of examinations. I am a firm believer in frequent reviews and examinations. No thorough student need be alarmed because of these, but rather welcome them as a means of more firmly fixing in the mind the truths already learned. We remember things in proportion to the vividness of the first impression, or the repetition of that impression. Few teachers can so impress a truth upon the mind of the child that it is forever stamped there; hence the importance of reviewing and reviewing again until an impression is formed that time will not efface.

A rapid review of the previous lesson

or lessons should occupy the first few moments of the recitation. Monthly tests should be given, and the results obtained averaged with the daily class work, the standings then to be placed upon the pupil's monthly report card to be taken to the parent.

A general examination covering all the work from the fourth grade up should be given twice each year, the questions and rules for such emanating from the union educational department. Thus again are we brought face to face with the imperative necessity of having uniformity and system in our educational work. When all our primary schools are taking the same work, in the same grades, at the same time, and from the same text-books, the problem of these general examinations becomes easily solved; and a regular, step-by-step advancement in our schools can be achieved.

All these mechanical features must receive their proper share of attention if we would hope for success; but let us remember that the greatest measure of success can be obtained only by earnestly seeking a daily supply of grace, that just the right impress may be given, and that God's purpose in the establishment of these schools may be fully carried out. CLIFFORD RUSSELL.