VII - WHAT BOYS THINK OF THEMSELVES

What we think of ourselves quite often matters much more than what others think of us. For we become as we think. Such is the power of thought.

In the case of boys what they think of themselves is infinitely more important to them than what we think of ourselves is to us. What they think passes into their behaviour much quicker than what we think passes into ours. What the boys think of themselves is therefore a subject of great moment to the teacher.

Such is, however, the immobility of the audit mind that not all teachers spare a thought to this aspect of education. There may be much psychology in the class room but that is not the same thing as getting to know what the pupils actually thing what ideals inspire their minds what they think they should be an should become. The trouble with psychology is that although certain things broadly speaking are true of all minds no two minds either have the same material or act in the same way. Therefore, the treatment of a collection of boys with the same phychological principles without much regard to individual preferences is to say the least as capable of harm as of good. The individual stands out and his independence has to be conceded before general human welfare can be attained. The teacher has need to remember this common sense psychology in all his relations with his pupils

It is a difficult enough job to dip into the minds of boys. There are two common available ways of approach. One must either steal in or enter with their willing consent. One way see a little of the inside of a boy when he is mentally in dishabille. For this the teacher must be a clever hand at camouflage. He must appear to sleep while he is all eyes. But all teachers cannot become this higher kind of thief. The other way is to get on intimate terms with the boys. It is quite possible for any teacher provided he has an average share of amiability to become intimate with his pupils. He can, in a real sense become even their friend and they enter the way of confidence with him readily. Such intimate confidential sotto-voce friendship between teacher and pupil is rare but not impossible and if it could be achieved by the right teacher it must be a great boon to the pupils. Friendly movements between teachers and students are very much easier and the watchful teacher can take advantage of them. It is through such friendships whether permanent or temporary that the teacher might come to know what ideas for good or evil stir in their minds and colour their conduct.

In this connection the results of a rather curious class exercise set by the present writer may have some interest. It was an off hand hour with nothing particular to do. Those little faces were bright and genial. There were no ugly larks abroad because constraint was entirely absent restraint was not asked. A general chat properly spiced with enough quips and cranks ensued in which the pupils took part on equal terms. It was a very nomadic talk fitting from topic to topic. The erractic class at last came to what men thought of themselves. The boys said that they often thought all the world of themselves. We elders do not suspect the wealth of shrewdness and sense that lie unconcealed in these ignorant looking boys. It was a delightful opportunity. The teacher casually remarked "Wouldn't it be a nice thing if you say what you think of yourselves ?" One or two boys at once jumped to their feet while another suggested that they would write it down. Every boy at once produced a respectable piece of paper and enthusiastic pencils were seen to `scorch' on the desks. These boys were now about as much off their guard as is possible in a school. They were revealing themselves in a piping merry mood.

The result of this `wasted' period was interesting whatever it was not. Here are some specimens of what they thought of themselves."

"I am a very attentive boy in the class. But I do not work hard at home. I am sometimes disobedient to my parents and teachers.

"I am an intelligent, industrious and obedient boy. I have a thirst for knowledge. I spend my time mostly in studying. I am also a kind and careful boy."

"I am an obedient, good and hard-working boy. I am a boy of determination. I am a clever boy. I am not a talkative boy. My talking now is due to the gladness in my passing the examination.

"I am a smart boy. I will sometimes disobey my parents orders. I am very attentive in the class. I am also mischievous boy."

"I am attentive in the class but not hard-working. I am also active, intelligent smart and obedient. But I am some what careless and mischievous. I am very patriotic and admire the political leaders of India. I have a great inclination to stand in the political field but have very little chance."

"I am a very good boy and an obedient one. I never say an ugly or bad word in my life.

The whole pile is interesting. Of course boys often think themselves angels come out of the skies and in a sense they are and if they are not it is quite right and proper they think they are. The child is father of the man and it is children thoughts above everything else that enter into the composition of men. These boys were mere children of fourteen and fifteen years of age and what they wrote bore the stamp of the feeling in their hearts. It may be that they did not express all the feelings but what they did is very helpful to the teacher adjusting his approach to their education.

A mechanical system of education might trundle alone without caring much for the living thoughts that flow in the veins of the juvenile mind but real education which seek to put the learner right with himself cannot do without an adequate understanding of them. Understanding a boy mean mostly the understanding of his mind and unless he is understood rightly he cannot be handled fruitfully. One might put him through some examination but cannot add an inch to his status in any sense.

The psychology that the thinking teacher learns from actual classroom practice is much more useful to him than that which he might imbibe from the scientific books on the subject. The teacher is a student more than the students themselves for while the students have often only to learn the things the teacher teachers them the teacher has to study the student and teach them at the same time. Any teacher may well doubt if his powers however abundant will be equal to his task where he comes to realize it in its true proportions.

Perhaps the easiest way to perform the task successfully is to establish natural contacts with them which is not the same thing as chumming up with them for a passing breath of pupularity. Persuasion is easier than compulsion and friendliness more fruitful than lofty direction. The teacher cannot rule his class and understand it. He must merge himself in it to do that and it must because he either refuses or is unable to do so that he fails to understand his students and failing to understand them painfully becomes aware that his teaching is like water off duck's back. The periods of hard work and unswerving allegiance to the timetable are thus often wasted.

Heart speaks to heart. Right intimacy is all. There can therefore be few things more important to the teacher than to know what the students think of themselves what their minds contain and what they like them to contain.