to every body, and no persons are so easily
convinced of this, or rather so easily led to see it, as children. Now
the true policy is, to let them experience the pleasure of doing their
duty, and they will easily be allured to it.

In many cases, where a fault has been publicly committed, it seems, at
first view, to be necessary that it should be publicly punished; but the
end will, in most cases, be answered, if it is noticed publicly, so that
the pupils may know that it received attention, and then the ultimate
disposal of the case, may be made a private affair, between the teacher
and the individual concerned. If, however, every case of disobedience,
or idleness, or disorder, is brought out publicly before the school, so
that all witness the teacher's displeasure, and feel the effects of it,
(for to witness it, is to feel its most unpleasant effects,) the school
becomes, in a short time, hardened to such scenes. Unpleasant
associations become connected with the management of the school, and the
scholars are prepared to do wrong with less reluctance, since the
consequence is only a repetition of what they are obliged to see every
day.

Besides, if a boy does something wrong, and you severely reprove him in
the presence of his class, you punish the class, almost as much as you
do him. In fact, in many cases, you punish them more; for I believe it
is almost invariably more unpleasant for a good boy to stand by and
listen to rebukes, than for a bad boy to take them. Keep these things,
therefore, as much as possible, out of sight. Never bring forward cases
of discipline, except on mature deliberation, and for a distinct and
well-defined purpose.

(3.) Never bring forward a case of discipline of this kind, unless you
are sure that public opinion will go in your favor. If a case comes up,
in which the sympathy of the scholars is excited for the criminal, in
such a way as to be against yourself, it will always do more harm than
good. Now this, unless there is great caution, will often be the case.
In fact, it is probable that a very large proportion of the punishments
which are ordinarily inflicted in schools, only prepare the way for more
offences.

It is, however, possible to bring forward individual cases in such a
way, as to produce a very strong moral effect, of the right kind. This
is to be done by seizing upon those peculiar emergencies, which will
arise in the course of the administration of a school, and which