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 would have conceived of it?  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 willful 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 distribute exercises, it will be time well spent.  Get him to co-operate with you in any thing, and he will feel how much more pleasant 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 one 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 can not 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.