t we aim at is to bring forward and strengthen an
internal principle which will act when both parent and teacher are away,
and control where external circumstances are all unfavorable.

I have thus far, under this head, been endeavoring to show the
importance of securing, by gentle measures, a majority of the scholars
to cooperate with the teacher in his plans. The particular methods of
doing this demand a little attention.

(1.) The teacher should study human nature as it exhibits itself in the
school-room by taking an interest in the sports and enjoyments of the
pupils, and connecting, as much as possible, what is interesting and
agreeable with the pursuits of the school, so as to lead the scholars to
like the place. An attachment to the institution, and to the duties of
it, will give the teacher a very strong hold upon the community of mind
which exists there.

(2.) Every thing which is unpleasant in the discipline of the school
should be attended to, as far as possible, privately. Sometimes it is
necessary to bring a case forward in public for reproof or punishment,
but this is seldom required. In some schools it is the custom to
postpone cases of discipline till the close of the day, and then, just
before the boys are dismissed at night, all the difficulties are
settled. Thus, day after day, the impression which is last made upon
their minds is received from a season of suffering, and terror, and
tears.

Now such a practice may be attended with many advantages, but it seems
to be, on the whole, unwise. Awing the pupils, by showing them the
painful consequences of doing wrong, should be very seldom resorted to.
It is far better to allure them by showing them the pleasures of doing
right. Doing right is pleasant to every body, and no persons are so
easily convinced of this, or, rather, so easily led to see it, as
children. Now the true policy is to let them experience the pleasure of
doing their duty, and they will easily be allured to it.

In many cases, where a fault has been publicly committed, it seems, at
first view, to be necessary that it should be publicly punished; but the
end will, in most cases, be answered if it is _noticed_ publicly, so
that the pupils may know that it received attention, and then the
ultimate disposal of the case may be made a private affair between the
teacher and the individual concerned. If, however, every case of
disobedience, or idleness, or disorder, is brought out publicly b