ordinary motives to action.
They cannot produce any thing but mere external and heartless obedience
in the presence of the teacher, with an inclination to throw off all
restraint, when the pressure of stern authority is removed.

We should all remember that our pupils are, but a very short time, under
our direct control. Even when they are in school, the most untiring
vigilance will not enable us to watch, except for a very small portion
of the time, any individual. Many hours of the day, too, they are
entirely removed from our inspection, and a few months will take them
away from us altogether. Subjecting them then to mere external
restraint, is a very inadequate remedy for the moral evil, to which they
are exposed. What we aim at, is to bring forward and strengthen an
internal principle, which will act, when both parent and teacher are
away, and control where external circumstances are all unfavorable.

I have thus far under this head, been endeavoring to show the importance
of securing, by gentle measures, a majority of the scholars, to
co-operate with the teacher in his plans. The methods of doing this,
demand a little attention.

(1.) The teacher should study human nature as it exhibits itself in the
school-room, by taking an interest in the sports and enjoyments of the
pupils, and connecting, as much as possible, what is interesting and
agreeable, with the pursuits of the school, so as to lead the scholars
to like the place. An attachment to the institution and to the duties of
it, will give the teacher a very strong hold upon the community of mind
which exists there.

(2.) Every thing which is unpleasant in the discipline of the school
should be attended to, as far as possible, privately. Sometimes it is
necessary to bring a case forward in public, for reproof or punishment,
but this is seldom. In some schools, it is the custom to postpone cases
of discipline, till the close of the day, and then, just before the boys
are dismissed at night, all the difficulties are settled. Thus, day
after day, the impression which is last made upon their minds, is
received from a season of suffering, and terror, and tears.

Now such a practice may be attended with many advantages, but it seems
to be, on the whole, unwise. Awing the pupils, by showing them the
consequences of doing wrong, should be very seldom resorted to. It is
far better to allure them, by showing them the pleasures of doing right.
Doing right is pleasant