writing carefully,
simply because he wishes to do his duty and please God. He thinks that
God is present, and loves him, and takes care of him, and he is obedient
and grateful in return. I do not mean that he is all the time thinking
of God, but love to him is his motive of effort.'

"Do you see now, boys, what I mean to teach you by this long
supposition?"

"Yes, sir."

"I presume you do. Perhaps it would be difficult for you to express it
in words; I can express it in general terms thus:

"_Our characters depend, not on what we do, but on the spirit and motive
with which we do it._ What I have been saying throws light upon one
important verse in the Bible, which I should like to have read. James,
have you a Bible in your desk?"

"Yes, sir."

"Will you turn to 1 Samuel, xvi., 7, and then rise and read it? Read it
loud, so that all the school can hear."

James read as follows:

"MAN LOOKETH ON THE OUTWARD APPEARANCE, BUT GOD LOOKETH ON THE HEART."

This is the way to reach the intellect and the heart of the young. Go
_into detail._ Explain truth and duty, not in an abstract form, but
exhibit it _in actual and living examples._

(3.) Be very cautious how you bring in the awful sanctions of religion
to assist you directly in the discipline of your school. You will derive
a most powerful indirect assistance from the influence of religion in
the little community which you govern, but this will be through the
prevalence of its spirit in the hearts of your pupils, and not from any
assistance which you can usually derive from it in managing particular
cases of transgression. Many teachers make great mistakes in this
respect. A bad boy, who has done something openly and directly
subversive of the good order of the school, or the rights of his
companions, is called before the master, who thinks that the most
powerful weapon to wield against him is the Bible. So, while the
trembling culprit stands before him, he administers to him a reproof,
which consists of an almost ludicrous mixture of scolding, entreaty,
religious instruction, and threatening of punishment. But such an
occasion as this is no time to touch a bad boy's heart. He is steeled at
such a moment against any thing but mortification and the desire to get
out of the hands of the master, and he has an impression that the
teacher appeals to religious principles only to assist him to sustain
his own authority. Of course, religious truth, at such a time, can m