A practical example.-Philosophizing.-Conclusion.

thing like this in the schoolroom.

"May I go and

drink?" says James, in a peculiarly imploring tone. "No," says the teacher, promptly, and evidently without any reflection as to the decision he has made. James very composedly sits down, eyeing the countenance of the teacher expressively, as much as to say, 'I'll try you again soon." Before long he observes the teacher quite busy with a class, and he again pops the question: "May I go and drink?" Stung at the moment with impatience at the interruption, the teacher answers instantly and emphatically, "No, no, James, sit down." James still watches his teacher's expression, and cannot discover there any signs of a mind seeking the path of duty, and he silently thinks to himself, "the third time never fails." So, after a minute or two, when the teacher is somewhat puzzled with a knotty question, and is on the point of nibbing a pen besides," May I go and drink, sir?" again rings upon the teacher's ear. "Yes, yes, yes! do go along; I suppose you'll keep asking till you get it."

Now James goes to drink, and then returns to philosophize upon this matter, perhaps as follows: "I don't believe he stopped to think whether I needed drink or not; therefore hereafter I shall never believe he really means no, when he says it. He acts without thought. I have also found that if I will but ask several times, I shall get it. So I shall know how to proceed next time."-I do not know that any child would express this thought in so many

A better way.-Moral and religious principle.

words; but the impression upon his mind is none the less distinct.

Now the teacher should carefully consider the ques tion addressed to him. How long since this child had water? Can it be necessary for him to drink so often? Then let the answer be given mildly, but decidedly— "No, James." The very manner, quite likely, will settle the question, so that James will not ask again. The answer once given should be firmly adhered to. It would even be better that James should suffer for the want of water than for the want of confidence in his teacher's firmness. In this way the teacher would establish his word with the school in a very few days; and his pupils would soon learn that with him "no means no," and "yes means yes"-a matter of no small importance to the teacher of a school.

VI. DEEP MORAL PRINCIPLE. The teacher should ever be a conscientious man; and in nothing is this more necessary than in the exercise of good government. In this matter the teacher can never respect himself when he acts from caprice or selfishness. His inquiry should be, What is right? What is justice-justice to my pupils to myself? And if he could add to moral obligation the high sanctions of religious principle, and could habitually and sincerely turn his thoughts to his Maker, with the heartfelt inquiry-What wilt THOU have me to do?-then he would seldom err in the discharge of this trust. His pupils, seeing that he acted from fixed and deep principle, would respect his honesty, even if he should cross their desires.

First impressions.-Respect precedes attachment.

Having now dwelt at some length upon the requisites in the teacher for good government, I shall next proceed to present some of the

SECTION II.-MEANS OF SECURING GOOD ORDER.

1. BE CAREFUL AS TO THE FIRST IMPRESSION YOU MAKE. It is an old proverb, that "what is well begun is half done." This holds true in school-keeping, and particularly in school-government. The young study character very speedily and very accurately. Perhaps no one pupil could express in words an exact estimate of a teacher's character after a week's acquaintance; but yet the whole school has received an impression which is not far from the truth. A teacher, then, is very unwise who attempts to assume to be any thing which he is not. He should ever be frank; and in commencing a school he should begin as he can hold out. Any assumption of an authoritative tone is especially ill-judged. The pupils at once put themselves in an attitude of resistance, when this is perceived by them.

A teacher should ever remember that among children -however it may be among adults-respect always precedes attachment. If he would gain the love of the children, he must first be worthy of their respect. He should therefore act deliberately, and always conscientiously. He should be firm but never petulant. It is very important at the outset that he should be truly courteous and affable. It is much wiser to request than to command, at least until the request has been disregarded.

The rough and the gentle way.-Avoid the suspicious spirit.

There are usually two ways of doing a thing,—a gentle and a rough way. "John, go and shut that door," in a gruff tone, is one way to have a door closed. John will undoubtedly go and shut the door-perhaps with a slam,-but he will not thank the teacher for the rough tones used in commanding it. Now it costs no more time or breath to say, "John, I'll thank you if you will shut that door." Most cheerfully will John comply with the request, and he is grateful that he has heard these tones of kindness. If he could but know the teacher's wishes afterward, he would gladly perform them unasked. I would by no means recommend the adoption of the fawning tone of the sycophant, by the teacher. He should be manly and dignified; but the language of that courtesy which springs from real kindness, and which ever becomes the gentleman, is always the most suitable as well as most expedient for him.

II. AVOID EXHIBITING OR ENTERTAINING A SUSPICIOUS SPIRIT. It is a maxim of law, that one charged with crime is always to be presumed innocent until proved guilty. This should be a maxim with the teacher who would govern well. There is no more direct way of making a school vicious, than by showing them that you suspect they are so. A good reputation is dear to all; and even a bad boy will be restrained from wicked acts as long as he thinks you give him credit for good intentions. But if he finds that he has lost your good opinion, he feels that he has nothing further to lose by being as bad as you suspect him to be. A teacher is wise, therefore, if he tries to see something good even in

A bad boy saved.-Token of confidence.-Employment.

a vicious pupil. It may be, as it often has been, the means of saving such a pupil. I have known a very depraved boy entirely reformed in school, by his teacher's letting him know that he had noticed some good traits in his character. He afterwards told his teacher that "he had been so often suspected to be a villain, that he had almost come to the conclusion that he would be one; but that, when he found one man who could do him the justice to give him credit for a few good feelings (for he knew he had them)-he at once determined to show that man that his confidence had not been misplaced; and that he would sooner die than knowingly offend the only person who ever had understood him."

It is wise sometimes, not only to withhold the expression of suspicion, but to give some token of your confidence to the pupil who is troublesome. Intrust him with some errand involving reponsibility, or assign to him some duty by way of assistance to yourself, and very likely you will gain his good-will ever after. This is founded upon the well-known principle in human nature acted upon by Dr. Franklin, who, when he would gain his enemy, asked him to do him a favor.

III. AS SOON AS POSSIBle give regULAR AND Full EMPLOYMENT. It is an old proverb that "idleness is the mother of mischief." The nursery hymn also contains a living truth—

"And Satan finds some mischief still

For idle hands to do."

It is the law of a child's nature to be active; and as