d decisive in his family government can mingle
most freely in the conversation and sports of his children without any
derogation of his authority, or diminution of the respect they owe.
Young teachers, however, are prone to forget this, and to imagine that
they must assume an appearance of stern authority always, when in the
presence of their scholars, if they wish to be respected or obeyed. This
they call keeping up their dignity. Accordingly, they wait, on the
morning of their induction into office, until their new subjects are all
assembled, and then walk in with an air of the highest dignity, and with
the step of a king; and sometimes a formidable instrument of discipline
is carried in the hand to heighten the impression. Now there is no
question that it is of great importance that scholars should have a high
idea of the teacher's firmness and inflexible decision in maintaining
his authority and repressing all disorder of every kind, but this
impression should be created by their seeing how he _acts_ in the
various emergencies which will spontaneously occur, and not by assuming
airs of importance or dignity, feigned for effect. In other words, their
respect for him should be based on _real traits_ of character as they
see them brought out into natural action, and not on appearances assumed
for the occasion.

It seems to me, therefore, that it is best for the teacher first to meet
his scholars with the air and tone of free and familiar intercourse, and
he will find his opportunity more favorable for doing this if he goes
early on the first morning of his labors, and converses freely with
those whom he finds there, and with others as they come in. He may take
an interest with them in all the little arrangements connected with the
opening of the school--the building of the fire, the paths through the
snow, the arrangements of seats; calling upon them for information or
aid, asking their names, and, in a word, entering fully and freely into
conversation with them, just as a parent, under similar circumstances,
would do with his children. All the children thus addressed will be
pleased with the gentleness and affability of the teacher. Even a rough
and ill-natured boy, who has perhaps come to the school with the express
determination of attempting to make mischief, will be completely
disarmed by being asked politely to help the teacher arrange the fire,
or alter the position of his desk. Thus, by means of the half hour
d