that he knows that the striking of the bell will cut short his story.  Perhaps he says not a word about it, but his pupils see that he is submitting to the control which is placed over them; and when the card goes up, and he stops instantly in the middle of his sentence and rises with the rest, each one to go to his own place, to engage at once in their several duties, he teaches them a most important lesson, and in the most effectual way.  Such a lesson of fidelity and obedience, and such an example of it, will have more influence than half an hour’s scolding about whispering without leave, or a dozen public punishments.  At least so I found it, for I have tried both.

Show then continually that you see and enjoy the beauty of system and strict discipline, and that you submit to law yourself as well as require submission of others.

(6.) Lead your pupils to see that they must share with you the credit or the disgrace which success or failure in the management of the school may bring.  Lead them to feel this, not by telling them so, for there are very few things which can be impressed upon children by direct efforts to impress them, but by so speaking of the subject, from time to time, as to lead them to see that you understand it so.

Repeat, with judicious caution, what is said of the school, both for and against it, and thus endeavor to interest the scholars in its public reputation.  This feeling of interest in the institution may very easily be awakened.  It sometimes springs up spontaneously, and, where it is not guided aright by the teacher, sometimes produces very bad effects upon the minds of the pupils in rival institutions.  When two schools are situated near each other, evil consequences will result from this feeling, unless the teacher manages it so as to deduce good consequences.  I recollect that in my boyish days there was a standing quarrel between the boys of a town school and an academy which were in the same village.  We were all ready at any time, when out of school, to fight for the honor of our respective institutions, each for his own, but very few were ready to be diligent and faithful when in it, though it would seem that that might have been rather a more effectual means of establishing the point.  If the scholars are led to understand that the school is to a great extent their institution, that they must assist to sustain its character, and that they share the honor of its excellence, if any honor is acquired, a feeling will prevail in the school which may be turned to a most useful account.

(7.) In giving instruction on moral duty, the subject should generally be taken up in reference to imaginary cases, or cases which are unknown to most of the scholars.  If this is done, the pupils feel that the object of bringing up the subject is to do good; whereas, if questions of moral duty are only introduced from time to time, when some prevailing or accidental fault in school calls for reproof, the feeling will be that the teacher is only endeavoring to remove from his own path a source of inconvenience and trouble.  The most successful mode of giving general moral instruction that I have known, and which has been adopted in many schools with occasional variations of form, is the following: