d
send him smarting to his seat, with his heart full of anger and revenge,
to plot some new and less dangerous scheme of annoyance. Will you try
the moral one? Then wait till the recess, and while he is out at his
play, send a message out by another boy, saying that you have heard he
is very skilful in making whistles, and asking him to make one for you
to carry home to a little child at your boarding-house. What would, in
ordinary cases, be the effect? It would certainly be a very simple
application; but its effect would be, to open an entirely new train of
thought and feeling for the boy. "What!" he would say to himself, while
at work on his task, "give the master _pleasure_ by making whistles! Who
ever heard of such a thing? I never thought of any thing but giving him
trouble and pain.--I wonder who told him I could make whistles?" He
would find, too, that the new enjoyment was far higher and purer than
the old, and would have little disposition to return to the latter.

I do not mean by this illustration, that such a measure as this, would
be the only notice that ought to be taken of such an act of wilful
disturbance in school. Probably it would not. What measures in direct
reference to the fault committed, would be necessary, would depend upon
the circumstances of the case. It is not necessary to our purpose, that
they should be described here.

The teacher can awaken in the hearts of his pupils, a personal
attachment for him, by asking in various ways, their assistance in
school, and then appearing honestly gratified with the assistance
rendered. Boys and girls are delighted to have what powers and
attainments they possess, brought out into action, especially where they
can lead to useful results. They love to be of some consequence in the
world, and will be especially gratified to be able to assist their
teacher. Even if the studies of a turbulent boy are occasionally
interrupted for half an hour, that he might help you arrange papers, or
rule books, or cut the tops of quills, or distribute exercises, it will
be time well spent. Get him to co-operate with you in any thing, and he
will feel how much pleasanter it is to co-operate, than to thwart and
oppose; and by judicious measures of this kind, almost any boy may be
brought over to your side.

Another means of securing the personal attachment of boys, is to notice
them,--to take an interest in their pursuits, and the qualities and
powers which they value in o