dinary
cases, be the effect? It would certainly be a very simple application,
but its effect would be to open an entirely new train of thought and
feeling for the boy. "What!" he would say to himself, while at work on
his task, "give the master _pleasure_ by making whistles! Who would have
conceived of it? I never thought of any thing but giving him trouble and
pain. I wonder who told him I could make whistles?" He would find, too,
that the new enjoyment was far higher and purer than the old, and would
have little disposition to return to the latter.

I do not mean by this illustration that such a measure as this would be
the only notice that ought to be taken of such an act of willful
disturbance in school. Probably it would not. What measures in direct
reference to the fault committed would be necessary would depend upon
the circumstances of the case. It is not necessary to our purpose that
they should be described here.

The teacher can awaken in the hearts of his pupils a personal attachment
for him by asking in various ways their assistance in school, and then
appearing honestly gratified with the assistance rendered. Boys and
girls are delighted to have what powers and attainments they possess
brought out into action, especially where they can lead to useful
results. They love to be of some consequence in the world, and will be
especially gratified to be able to assist their teacher. Even if the
studies of a turbulent boy are occasionally interrupted for half an
hour, that he might help you arrange papers, or rule books, or
distribute exercises, it will be time well spent. Get him to co-operate
with you in any thing, and he will feel how much more pleasant it is to
co-operate than to thwart and oppose; and, by judicious measures of this
kind, almost any boy may be brought over to your side.

Another means of securing the personal attachment of boys is to notice
them, to take an interest in their pursuits, and the qualities and
powers which they value in one another. It is astonishing what an
influence is exerted by such little circumstances as stopping at a
play-ground a moment to notice with interest, though perhaps without
saying a word, speed of running, or exactness of aim, the force with
which a ball is struck, or the dexterity with which it is caught or
thrown. The teacher must, indeed, in all his intercourse with his
pupils, never forget his station, nor allow them to lay aside the
respect, without which