incidentally and naturally, as you
will speak if you feel this responsibility.

It will assist very much, too, in securing cheerful, good-humored
obedience to the regulations of the school, if you extend their
authority over yourself. Not that the teacher is to have no liberty from
which the scholars are debarred; this would be impossible. But the
teacher should submit, himself, to every thing which he requires of his
scholars, unless it is in cases where a different course is necessary.

Suppose, for instance, a study-card, like the one described in a
preceding chapter, is made so as to mark the time of recess and of
study. The teacher, near the close of recess, is sitting with a group of
his pupils around him, telling them some story. They are all interested,
and they see he is interested. He looks at his watch, and shows by his
manner that he is desirous of finishing what he is saying, but that he
knows that the striking of the bell will cut short his story. Perhaps
he says not a word about it, but his pupils see that he is submitting to
the control which is placed over them; and when the card goes up, and he
stops instantly in the middle of his sentence and rises with the rest,
each one to go to his own place, to engage at once in their several
duties, he teaches them a most important lesson, and in the most
effectual way. Such a lesson of fidelity and obedience, and such an
example of it, will have more influence than half an hour's scolding
about whispering without leave, or a dozen public punishments. At least
so I found it, for I have tried both.

Show then continually that you see and enjoy the beauty of system and
strict discipline, and that you submit to law yourself as well as
require submission of others.

(6.) Lead your pupils to see that they must share with you the credit or
the disgrace which success or failure in the management of the school
may bring. Lead them to feel this, not by telling them so, for there are
very few things which can be impressed upon children by direct efforts
to impress them, but by so speaking of the subject, from time to time,
as to lead them to see that you understand it so.

Repeat, with judicious caution, what is said of the school, both for and
against it, and thus endeavor to interest the scholars in its public
reputation. This feeling of interest in the institution may very easily
be awakened. It sometimes springs up spontaneously, and, where it is not
guided arigh