had in school, and if the measures necessary should bring upon
him great disgrace and suffering. Do you not think it would be so?"

"Yes, sir," said James, seriously, "I suppose it would."

"I wish to remove the evil, however, in the pleasantest way. Do you
remember my speaking on this subject in school the other day?"

"Yes, sir."

"Well, my object in what I said then was almost entirely to persuade you
to reform without having to speak to you directly. I thought it would be
pleasanter to you to be reminded of your duty in that way. But I do not
think it did you much good. Did it?"

"I don't think I have played _so much_ since then."

"Nor I. You have improved a little, but you have not decidedly and
thoroughly reformed. So I was obliged to take the next step which would
be least unpleasant to you, that is, talking with you alone. Now you
told me when we began that you would deal honestly and sincerely with
me, if I would with you. I have been honest and open. I have told you
all about it so far as I am concerned. Now I wish you to be honest, and
tell me what you are going to do. If you think, from this conversation,
that you have done wrong, and if you are fully determined to do so no
more, and to break off at once, and forever, from this practice, I
should like to have you tell me, and then the whole thing will be
settled. On the other hand, if you feel about it pretty much as you have
done, I should like to have you tell me that too, honestly and frankly,
that we may have a distinct understanding, and that I may be considering
what to do next. I shall not be offended with you for giving me either
of these answers, but be sure that you are honest; you promised to be
so."

The boy looked up in his master's face, and said, with great
earnestness,

"Mr T. I _will_ do better. I _will not_ trouble you any more."

I have detailed this case thus particularly because it exhibits clearly
what I mean by going directly and frankly to the individual, and coming
at once to a full understanding. In nine cases out of ten this course
will be effectual. For four years, with a very large school, I found
this sufficient in every case of discipline which occurred, except in
three or four instances, where something more was required. To make it
successful, however, the work must be done properly. Several things are
necessary. It must be deliberate; generally better after a little delay.
It must be indulgent, so far as the view