you try to be
good boys in your present seat, would you really try?"

"Yes sir."--"Yes sir, we will," are the replies.

"And if I should find that you still continue to play, and should have
to separate you, will you move into your new seats pleasantly, and with
good humor, feeling that I have done right about it?"

"Yes sir, we will."

* * * * *

Thus it will be seen that there may be cases where the teacher may make
arrangements for separating his scholars, on an open and distinct
understanding with them in respect to the cause of it. We have given
these cases not that exactly such ones will be very likely to occur, or
that when they do, the teacher is to manage them in exactly the way here
described, but to exhibit more clearly to the reader than could be done
by any general description, the spirit and tone which a teacher ought to
assume towards his pupils. We wished to exhibit this in contrast with
the harsh and impatient manner, which teachers too often assume in such
a case;--as follows.

"John Williams and Samuel Smith, come here to me," exclaims the master,
in a harsh, impatient tone, in the midst of the exercises of the
afternoon.

The scholars all look up from their work;--the culprits slowly rise from
their seats, and with a sullen air come down to the floor.

"You are playing, boys, all the time, and I will not have it. John, do
you take your books and go and sit out there by the window, and, Samuel,
you come and sit here on this front seat,--and if I catch you playing
again I shall certainly punish you severely."

The boys make the move, with as much rattling and disturbance as is
possible without furnishing proof of wilful intention to make a noise,
and when they get their new seats, and the teacher is again engaged upon
his work, they exchange winks and nods, and, in ten minutes, are slyly
cannonading each other with paper balls.

* * * * *

In regard to all the directions that have been given under this head, I
ought to say again before concluding it, that they are mainly applicable
to the case of beginners, and of small schools. The general principles
are, it is true, of universal application, but it is only where a school
is of moderate size that the details of position, in respect to
individual scholars, can be minutely studied. More summary processes are
necessary, I am aware, when the school is very large, and the time of