is its exceeding great reward,
without self-denial. Resolve, therefore, here and now, steadfastly,
immovably, to say "no" to everything in school, no matter how innocent
in itself, which shall interfere with the progress of study for a single
moment. If you make such a fixed resolution, and live up to it, you will
soon be surprised to find how easy and pleasant the discipline of school
has become.

3. Among the mischievous fallacies of young persons at school, I know
none that work more to their own disadvantage than the opinion that a
particular teacher is prejudiced against them. Against this feeling it
seems impossible to reason. When once scholars have it fairly in their
heads that a certain teacher is partial, in whatever relates to their
standing, I have been almost forced to the conclusion that it is best
not to attempt reasoning with them. Under such feelings, indeed, by a
singular freak of human nature, scholars are often driven to do, in
sheer bravado or defiance, the very things which they imagine to be
unjustly imputed to them. Allow me, my young friend, to ask you candidly
and in all seriousness to turn this matter over in your own mind. What
adequate motive can you imagine for a teacher's marking you otherwise
than impartially? Every teacher has an interest in having as many high
marks and as few demerits under his signature as possible. It is not to
his credit that he should be unable to maintain order without blackening
his roll with bad marks. A class roll filled with 0's is not the kind of
evidence a teacher covets as to his skill in teaching. Notice the
intercourse between the teachers and those scholars who are admitted on
all hands to be strictly and conscientiously correct in their behavior.
See what a pleasure it affords the instructor to have to deal with such
pupils. See what a satisfaction the teacher experiences when, at the
close of the day, there is not a demerit mark on his book. Judge, then,
whether it is not likely to be a self-denial and a cross to him, when a
sense of duty compels him to do otherwise. Be slow, therefore, to impute
bad marks to injustice, or ill nature. No man of course is infallible,
and teachers make mistakes as well as other people. But the temptations
to do intentional wrong are, in this case, all the other way.

4. Closely connected with the habit just mentioned is the disposition to
neglect particular branches of study. From disliking a teacher, the
transition is