I always carefully prepared the piece of French that my pupils had to translate, in order to be ready with all the questions suggested to me by the text; but I never prepared composition: I preferred working it in cla.s.s with them, so as to show them that scores of French sentences properly rendered an English one. I think it is a mistake to impose one rendering of an English sentence. Anybody can do this--with a key.

Be not solemn in cla.s.s, nor aim at astonishing the boys with your eloquence.

To look at their staring eyes and gaping mouths, you may perhaps imagine that they are lost in ecstatic admiration. Look again, they are all yawning.

When you have made the personal acquaintance of the boys who are to make up a cla.s.s during the term, you can easily a.s.sign to them seats that will not perhaps please them, but which will insure peace. A quiet boy placed between two noisy chatterboxes, or a chatterbox placed between two solemn boys, will go a long way towards securing your comfort and happiness. The easiest cla.s.s-room to manage is the one furnished with separate desks. Then you may easily carry the government on the old principle of _Divide et regna_.

If you see a boy put his hand before his mouth whilst he is talking, snub him hard for it. Tell him that, when you were a boy and wanted to have a quiet chat with a neighbor, you were not so silly as to thus draw the master's attention and get your little conversation disturbed.

We are none of us infallible, not even the youngest of us, as the late Master of Trinity College, Cambridge, once wittily remarked.

Never be tired of asking for advice; you will become a good school-master only on condition that you will take constant advice from the old stagers.

If, however, you should discover that, in the middle of your lesson, your pupils are all sound asleep, don't go and tell the head-master, and ask him how you should set about keeping them awake. This is beyond his advice.

The General commanding a French military school had once decided upon having a lecture on Hygiene given to the pupils on Monday afternoons.

The day was badly chosen. A French Sunday always means for a French boy a little dissipation in the shape of a good dinner at home or with friends, and on Monday afternoons we generally felt ready for a little doze, if the lecture was in the least prosy.

The lecturer, tired of addressing sleeping audiences, lodged a complaint with the General, and asked that his lecture should henceforth take place on another day of the week.

This could not be arranged, but the General soon decided upon a plan to set matters to rights.

"I will place a _basof_[11] in the room," he said; "he will take down the names of all those who go to sleep, and I shall have them kept in on the following Sunday."

[11] Abbreviation of "bas-officier" (non-commissioned officer).

When the lecturer made his next appearance, followed by the _basof_, we thought it would be prudent to listen, and the lesson pa.s.sed off without accident.

The following Monday, however, the poor lecturer had not proceeded very far, when he discovered that we were all asleep--and that so was the _basof_.

Of course the General inflicted a severe punishment upon us, and also upon the offending Cerberus.

_Moral._--I believe that, if a lecturer or a master had gone to complain to an English head-master that all his pupils went to sleep whilst he lectured, the head-master would have answered him:

"My dear sir, if your lecture sends your audience to sleep, it is your fault, not mine, and I don't see how I can help you."

And the sooner the man sent in his resignation, the better for the comfort of all concerned.

If you are a Frenchman, never allow your boys to call you _Mossoo_, _Myshoo_, _Mounzeer_, or any other British adaptation of _Monsieur_. If you do, you may just as well allow them to pat you on the back and call you "Old chappie." They should call you "Sir," otherwise you will lose your footing and fail to be the colleague of the English masters. You will only be the _Mossoo_ of the place, something, in the world, like the _Mademoiselle_ (from Paris), or the _Fraulein_ (from Hanover), of the Establishment for Young Ladies round the corner.

All the _Frauleins_ come from Hanover, as all the _Mademoiselles_ are Parisian and Protestants, if I am to believe the column of scholastic advertis.e.m.e.nts in the English newspapers.

This is wonderful, is it not?

If you set any value on your reputation and your time, never carry the interest which you naturally take in your pupils the length of inviting them to come to your house to receive extra teaching at your hands, unless it be as a means of improving your revenue.

I once determined to devote all my Sat.u.r.day evenings to two young fellows whom I was anxious to pa.s.s through the Indian Civil Service examination. I thus worked with them five months. Their fathers were men of position. I never received so much as a post-card of thanks from them. If I had charged them a guinea for each visit, I should have received two checks with "many thanks for my valuable services," which would have benefited my banking account and given satisfaction to my professional vanity.

I have since "checked" my love for boys.

Shun interviews with parents, mothers especially, as you would the plague. Leave this privilege to the head-master, who is paid handsomely for these little drawbacks to his position. If they invite you to dinner, do not fall into the snare, but remember that a previous engagement prevents you from having the pleasure of accepting their kind invitation. Never enter into correspondence with them on the subject of "their dear boy." If, to inflict scruples on your conscience, they should enclose a stamped envelope, give a penny to the first beggar you meet on leaving school. Relieve the conscience, but, whatever you do, don't answer.

Always pretend you have not seen a breach of discipline when you are not quite sure about the offender, or, when sure, you can not bring a clear charge against him. You have no time for investigations.

Wait for another chance. A boy never rests upon an unpunished offence.

Offence and punishment should be exchanged like shots.

No credit: cash.

If you correct little boys' copies yourself, you will find that you have undertaken a long and wearisome task that brings no result. When you return these copies, they are received with thanks, folded up, carefully pocketed, and never looked at again. Make the boys reserve a good wide margin for the corrections. Underline all their mistakes, and, under your eyes, make them correct the mistakes themselves.

However well up you may be in your subjects, you are sure to find yourself occasionally tripping. The derivation of a certain word will escape you for a moment, or the right translation of another will not come to your mind quickly enough. With grown-up and intelligent young fellows in advanced cla.s.ses, no need to apologise. But with little boys you must remember that you are an oracle. Never for a moment let them doubt your infallibility; call up all the resources of your ingenuity, and find a way out of the difficulty. So a good actor, whose memory fails him for the time, calls upon his imagination to supply its place.

And must not any man, who would gain and keep the ear of a mixed audience, be a bit of an actor, let his theatre be the hustings, the church, or the cla.s.s-room? Has not a master to appear perfectly cross when he is perfectly cool, or perfectly cool when he is perfectly cross? Is not this acting?

It once fell to my unhappy lot to be requested to take an arithmetic cla.s.s twice a week, during the temporary absence of a mathematical master. In my youth I was a little of a mathematician, but figures I was always bad at. As for English sums, with their bewildering complications of pounds, shillings, pence, and farthings, which that practical people still fondly cling to, it has always been a subject of wonder to me how the English themselves do them. How I piloted those dear boys through Bills of Parcels I don't know; but it is a fact that we got on pretty well till we reached "Stocks." Here my path grew very th.o.r.n.y.

One morning the boys all came with the same sad story. None had been able to do one of the sums I had given them from the book. They had all tried; their brothers had tried; their fathers had tried; not one could do it.

A short look at it convinced me that I should have no more chance of success than all those Britons, young and old, but it would never do to let my pupils know this. They must suppose that those few moments had been sufficient for me to master the sum in. So, a.s.suming my most solemn voice, I said:

"Why, boys, do you mean to tell me you can not do such a simple sum as this?"

"No, we can't, sir," was the general cry.

"Why, Robinson, not even you?" I said to the top boy. "I always considered you a sharp lad. Jones, you cannot? Nor Brown? Well, well; it's too bad."

And, putting on a look of pitying contempt--which must have been quite a success, to judge by the dejection written on the faces before me--I proceeded to give them a little lecture on their arithmetical shortcomings. I felt saved. It was near the time for dismissing the cla.s.s.