ne another. It is astonishing what an
influence is exerted by such little circumstances, as stopping at a play
ground a moment, to notice with interest, though perhaps without saying
a word, speed of running,--or exactness of aim,--the force with which a
ball is struck,--or the dexterity with which it is caught or thrown. The
teacher must, indeed, in all his intercourse with his pupils, never
forget his station, nor allow them to lay aside the respect, without
which authority cannot be maintained. But he may be, notwithstanding
this, on the most intimate and familiar footing with them all. He may
take a strong and open interest in all their enjoyments, and thus awaken
on their part, a personal attachment to himself, which will exert over
them a constant and powerful control.

(3.) The efforts described under the last head, for gaining a personal
influence over those, who from their disposition and character are most
in danger of doing wrong, will not be sufficient entirely to prevent
transgression. Cases of deliberate, intentional wrong will occur, and
the question will rise, what is the duty of the teacher in such an
emergency? When such cases occur, the course to be taken is, first of
all, to come to a distinct understanding on the subject with the guilty
individual. Think of the case calmly, until you have obtained just and
clear ideas of it. Endeavor to understand precisely in what the guilt of
it consists. Notice every palliating circumstance, and take as favorable
a view of the thing as you can, while, at the same time, you fix most
firmly in your mind the determination to put a stop to it. Then go to
the individual, and lay the subject before him, for the purpose of
understanding distinctly from his own lips, what he intends to do. I can
however, as usual, explain more fully what I mean, by describing a
particular case, substantially true.

The teacher of a school observed, himself, and learned from several
quarters, that a certain boy was in the habit of causing disturbance
during time of prayer, at the opening and close of school, by
whispering, playing, making gestures to the other boys, and throwing
things about from seat to seat. The teacher's first step was, to speak
of the subject, generally, before the whole school, not alluding,
however, to any particular instance which had come under his notice.
These general remarks produced, as he expected, but little effect.

He waited for some days, and the diffic