teacher stands distinguished from the parent, and allied to the wider authorities of the State; exercising larger control, encountering greater risks, and requiring a more steady hand. With an individual pupil, we need only such motives as are personal to himself; with numbers, we are under the harsh necessity of punishing for example. . . The stress of the teacher's difficulty lies in the heavings of a mass or multitude. One man against a multitude is always in the post of danger."

VIII. GENERAL PRINCIPLES.

[Selected from Bain's Science of Education.]

1. "Restraints should be as few as the situation admits of."

2. "Duties and offences should be definitely expressed, so as to be clearly understood."

3. "Voluntary dispositions are to be trusted as far as they can go."

4. "By organization and arrangement, the occasions of disorder are avoided."

5. “The awe and influence of authority are maintained by a certain formality and state."

6. "It is understood that authority, with all its appurtenances, exists for the benefit of the governed, and not as a perquisite of the governor.'

7. "The operation of mere vindictiveness should be curtailed to the uttermost."

8. "The reasons for repression and discipline should, as far as possible, be made intelligible to those concerned; and should be referable solely to the general good."

IX. CONDENSED DIRECTIONS.

1. School discipline, like instruction, will take form from the temperament and character of the teacher. A reputation for impartial judgment is the essential requisite of the teacher who governs well.

2. Make but few rules, and do not indulge in much talking about infringements of them. Remember that pupils, as well as teachers, have rights, and that both have duties.

3. Put yourself in the place of your pupils. Recall your own school experiences, your hopes and fears, your impulses, your notions, and the motives that influenced you. If you do so, you cannot become a tyrant.

4. Secure order, if possible, without corporal punishment; but secure obedience at all hazards. In school, as in an army, discipline is essential to existence.

5. The best way to lead pupils to study is, not by threats and compulsion, but by showing them how to use their text-books, by explaining and illustrating their hard lessons, and by appealing to the higher motives.

6. Do not tempt your pupils to become habitually deceitful and untruthful, by making use of the "self-reporting system" in scholarship and deportment. It is a device worthy of the Inquisition. "It is," says F. S. Jewell, "both stupidly ingenious and transparently vicious."

7. Regard all pupils as truthful until you have positive proof to the contrary. Children with a high sense of honor will never forgive you for doubting their word, or for making an unjust accusation. "The only teacher I ever intensely hated," said a noted instructor, "was a young woman who charged me, unjustly, before the school, with telling a lie, when I was only seven years old." Trust

your pupils if you want them to put their trust in you. "The sweetest praise I ever heard," said a public man, 66 was the remark made by my father when I was twelve years old: 'My boy never told me a lie in his life.""

8. Encourage truthfulness by rewarding full and frank confession with a remission of penalties, so far as is consistent with school discipline. Severity is one of the chief causes of lying and deceit. It excites fear, and fear seeks an easy refuge in cunning and evasion.

9. Whispering must be repressed with a firm hand. It cannot be entirely prevented, but it may be checked so as to prevent disturbance and annoyance. One good way of checking it is to allow a short whispering-recess every hour or half-hour.

10. As prevention is better than punishment, children should be trained to a general habit of prompt obedience in minor matters, so that finally they will submit readily to prohibitions which curb their strong inclinations and tendencies.

11. Penalties and punishments must be certain, and must seem to be the natural consequences of wrong acts. The child should know what he has to expect, and when to expect it. There must be no caprice, no variableness, no shadow of turning. The child soon learns to yield to the inevitable.

12. Do not worry; do not be discouraged; think that your agitation, your nervousness, will extend to your pupils. Unite patience with hope, gentleness with firmness, equanimity with force of character. Have a pleasant voice and a cheerful countenance, and show yourself the sincere friend of every pupil; let your school be one that will always have agreeable associations connected with it;

but if an emergency comes, be prompt and resolute to meet it, but always calm.

13. Take care of the health of your pupils. See that all exercise during the time assigned for that purpose. Keep the room well ventilated, but expose none to draughts. A strong constitution with fair abilities is better than brilliant talents in a feeble frame. Many a brilliant man has broken down from want of stamina. It is the steady worker that succeeds. Industry, patience, perseverance, energy, endurance, are the keys that unlock the door of success, and these qualities cannot be found in weak and sickly bodies.

14. Be tolerant of thoughtlessness, and severe only in cases of wilful disobedience.

15. Do not assign mental tasks after school hours as a punishment. The practice of compelling children to commit to memory or to translate, as a penalty, is educational barbarism.

16. One of the most effective means of punishment is to deprive the offender of some privilege, or to cut him off from the society of schoolmates at recess or intermission.

17. Among schoolboys, fighting is a constant source of disturbance. It is next to impossible entirely to prevent it; but it may be greatly lessened by cultivating a true sense of honor, to take the place of the conventional code prevalent among boys. A little good-natured ridicule will sometimes prove very effective.

18. "Strong terms of reproof," says Bain, "should be sparing, in order to be effective. Still more sparing ought to be the tones of anger. Loss of temper, however excusable, is really victory to wrong-doers, although, for the moment, it may strike terror."

19. Common-sense is in the highest degree requisite for the right administration of school affairs. It is easy enough to sit in judgment on the black cases and the white, but the gray cases are the difficult ones. Nothing but sound judgment can determine a large class of school offences.

20. There is a conventional sense of honor among schoolboys which binds them not to inform the teacher of the misdeeds of their fellows. However false this code may be, he is an unwise teacher who takes ground against the school opinion, and endeavors, by threats of punishment, to compel pupils to become informers. Let him put his tact against the brute power of the school, and he may succeed in modifying the school code so as to draw a line of distinction between the minor matters that belong to the "tattling order" and the graver offences that concern the real welfare of the school.

21. A foundation principle of school government is that every pupil shall be allowed the largest liberty possible, without infringing on the rights, interests, or convenience of others.

22. Do your utmost to prevent faults before you think of punishing them. Be patient and forbearing, for obedience is a habit formed only by long-continued training. "Avoid direct collision with children," says Buxton. "Have tact enough to divert the child's attention from its own obstinacy, and in a few moments you will lead it gently round to submission."

23. Do not assume that the parent is your natural enemy, and, above all, do not act as if he were. Parents have rights, and are generally reasonable if those rights are respected.