LESSON XII.
MANNERS IN BORROWING 81

LESSONS ON MANNERS.

INTRODUCTION.

IT is true that good manners, like good morals, are best taught by the
teacher's example. It is also true that definite lessons, in which the
subject can be considered in its appropriate divisions, are of no little
value if we would have our children attain to "that finest of the fine
arts, a beautiful behavior."

Such lessons should be as familiar and conversational as possible. They
ought to be talks rather than lectures; and the children should be
encouraged to do a large part of the talking. Children that come from
homes where good manners are taught and practised, will be glad to
repeat the precepts of politeness learned in the home circle; and those
less favored will not want to be behind in this hitherto unstudied
branch. We must remember that many children hear no mention of
politeness outside the school-room, and are uncouth and rude, not so
much because they choose to be, as because they do not know how to be
otherwise.

I have used in my own schools of different grades a series of simple
lessons, varying both matter and method according to the age and
capacity of scholars. The good results have been marked, not only in
the school-room, but at home and in public places; and years afterwards
scholars have expressed their grateful appreciation of this instruction
and its value to them in every-day life. I have thought that the
publication of these outline lessons might be a help to other teachers
also, in the way of offering suggestions and saving time in preparing
lessons for their own classes.

For some classes the lessons as arranged in this little book may be too
long, for others too short. They are outlines merely, to be filled in
and supplemented by each teacher, adding to, taking from, and varying
them at her discretion.

It may seem unnecessary to touch upon such simple things as some that
are spoken of. The teacher, perhaps, cannot remember when these axioms
were not familiar to her; but let her put questions to the children
concerning them, and she will find in many schools that to half the
pupils she is talking in an unknown tongue. Matters are mentioned which
do not concern them now so much as they will a few years later; as, for
instance, conduct at places of amusement and in company; but in these
things, as in their school studies, boys and girls are learning now fo