f life.
Men are but boys, only with somewhat loftier objects of pursuit. Their
principles, motives, and ruling passions are essentially the same.
Extended commercial speculations are, so far as the human heart is
concerned, substantially what trading in jack-knives and toys is, at
school, and building a snow fort, to its own architects, the same as
erecting a monument of marble.

(2.) After exploring the ground, the first thing to be done, as a
preparation for reforming individual character, in school, is, to secure
the personal attachment of the individuals to be reformed. This must not
be attempted by professions and affected smiles, and still less by that
sort of obsequiousness, common in such cases, which produces no effect
but to make the bad boy suppose that his teacher is afraid of him;
which, by the way, is, in fact, in such cases, usually true. Approach
the pupil in a bold and manly, but frank and pleasant manner. Approach
him as his superior, but still, as his friend; desirous to make him
happy, not merely to obtain his good-will. And the best way to secure
these appearances, is, just to secure the reality. Actually be the boy's
friend. Really desire to make him happy;--happy, too, in his own way,
not in yours. Feel that you are his superior, and that you must and will
enforce obedience; but with this feel, that probably obedience will be
rendered, without any contest. If these are really the feelings which
reign within you, the boy will see it, and they will exert a strong
influence over him, but you cannot counterfeit appearances.

A most effectual way to secure the good will of a scholar, is, to ask
him to assist you. The Creator has so formed the human heart, that doing
good must be a source of pleasure, and he who tastes this pleasure once,
will almost always wish to taste it again. To do good to any individual,
creates or increases the desire to do it.

There is a boy in your school, who is famous for his skill in making
whistles from the green branches of the poplar. He is a bad boy, and
likes to turn his ingenuity to purposes of mischief. You observe him
some day in school, when he thinks your attention is engaged in another
way, blowing softly upon one, which he has concealed in his desk, for
the purpose of amusing his neighbors, without attracting the attention
of the teacher. Now there are two remedies. Will you try the physical
one? Then call him out into the floor; inflict painful punishment, an