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children. Excuses which are often made for disobedience. 2. SELFISHNESS.--Cases of selfishness any of the pupils have observed. Dialogues they have heard exhibiting it. Questions about its nature. Indications of selfishness. 3. FAULTS OF THE SCHOOL.--Any bad practices the scholars may have observed in regard to general deportment, recitations, habits of study, or the scholars' treatment of one another. Each scholar may write what is his own greatest trouble in school, and whether he thinks any thing can be done to remove it. Any thing they think can be improved in the management of the school by the teacher. Unfavorable things they have heard said about it out of school, though without names. 4. EXCELLENCES OF THE SCHOOL.--Good practices which ought to be persevered in. Any little incidents the scholars may have noticed illustrating good character. Cases which have occurred in which scholars have done right in temptation, or when others around were doing wrong. Favorable reports in regard to the school in the community around. 5. THE SABBATH.--Any thing the scholars may have known to be done on the Sabbath which they doubt whether right or wrong. Questions in regard to the subject. Various opinions they have heard expressed. Difficulties they have in regard to proper ways of spending the Sabbath. (8.) We have one other method to describe by which a favorable moral influence may be exerted in school. The method can, however, go into full effect only where there are several pupils who have made considerable advances in mental cultivation. It is to provide a way by which teachers and pupils may write anonymously for the school. This may be done by having a place of deposit for such articles as may be written, where any person may leave what he wishes to have read, nominating by a memorandum upon the article itself the reader. If a proper feeling on the subject of good discipline and the formation of good character prevails in school, many articles, which will have a great deal of effect upon the pupils, will find their way through such an avenue once opened. The teacher can himself often bring forward in this way his suggestions with more effect than he otherwise could do. Such a plan is, in fact, like the plan of a newspaper for an ordinary community, where sentiments and opinions stand on their own basis, and influence the community just in proportion to their intrinsic merits, unassisted by the authority of
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