many
sound arguments and eloquent expostulations, it operates simply as a
punishment. It is unpleasant to hear it. General instruction must indeed
be given, but not general reproof.

(5.) Feel that, in the management of the school, _you_ are under
obligation as well as the scholars, and let this feeling appear in all
that you do. Your scholars wish you to dismiss school earlier than usual
on some particular occasion, or to allow them an extra holiday. Show by
the manner in which you consider and speak of the question, that your
main inquiry is what is _your duty_. Speak often of your responsibility
to your employers, not formally, but incidentally and naturally as you
will speak, if you feel this responsibility.

It will assist very much too, in securing cheerful, good-humored
obedience to the regulations of the school, if you extend their
authority over yourself. Not that the teacher is to have no liberty from
which the scholars are debarred; this would be impossible. But the
teacher should submit, himself, to every thing which he requires of his
scholars, unless it is in cases where a different course is
_necessary_.

Suppose for instance, a study card, like the one described in a
preceding chapter, is made, so as to mark the time of recess and of
study. The teacher near the close of recess, is sitting with a group of
his pupils around him, telling them some story. They are all interested,
and they see he is interested. He looks at his watch, and shows by his
manner, that he is desirous of finishing what he is saying, but that he
knows that the striking of the bell will cut short his story. Perhaps he
says not a word about it, but his pupils see that he is submitting to
the control which is placed over them: and when the card goes up, and he
stops instantly in the middle of his sentence, and rises with the rest,
each one to go to his own place, to engage at once in their several
duties, he teaches them a most important lesson, and in the most
effectual way. Such a lesson of fidelity and obedience, and such an
example of it, will have more influence, than a half hour's scolding
about whispering without leave, or a dozen public punishments. At least
so I find it, for I have tried both.

Show then continually, that you see and enjoy the beauty of system and
strict discipline, and that you submit to it yourself, as well as
require it of others.

(6.) Lead your pupils to see that they must share with you, the credit