24. Do not make cast-iron rules with unchangeable penalties. If you fail to enforce fixed penalties, you lose the respect of your pupils; and if you do enforce them, you may often be guilty of injustice. Give your verdict and pass sentence after the conviction of the culprit.

X. PUNISHMENT.

1. There can be no government where there is no punishment; but the teacher's aim should be to prevent, as far as practicable, the necessity of punishment.

2. The true object of school punishment is to reform the offender, to deter others from wrong-doing, and to maintain law.

3. The chief means of preventing the necessity of punishment are: (1) active and pleasant employment, (2) the personal influence of the teacher, and (3) the public opinion of the school.

4. Punishment must be varied according to the temperament of the child. A frown will act on one; separation from companions, on another; neglect and coldness, on a third; public reprimands, on a fourth; and a whipping, on a fifth. "The first and readiest, and ever the best, form of punishment," says Bain, "is censure, reprobation, dispraise."

5. In general, for younger children, corporal punishment is most effective; for older pupils, isolation, loss of privileges, or appeals to a sense of honor.

6. Do not make threats of punishment in advance of offences; you will only tempt pupils to try you by disobeying, or suggest to them the doing of something they would otherwise never have thought of.

7. It is the certainty, not the severity, of punishment

that deters pupils from violating regulations. Make your penalties light, but as certain as the rising and setting of the sun.

8. "It is a rule in punishment," says Bain, "to try slight penalties at first; with the better natures, the mere idea of punishment is enough; severity is entirely unnecessary. It is a coarse and blundering system that knows of nothing but the severe and degrading sorts."

9. Do not try to make scholars learn by whipping them for unlearned lessons.

10. Never strike a child on the head. Never inflict personal indignities, such as pulling the hair, pulling the ears, slapping the face; for they excite the bitterest resentment, and are seldom forgiven.

11. In extreme cases of wilful and open defiance of authority, punishment may be inflicted publicly and immediately before the school; but, in general, it is better to inflict it in private, not in anger, but coolly and deliberately.

12. Before whipping, be absolutely certain of the guilt of the offender, and then inflict punishment so thoroughly that it will be remembered. Your object is to inflict pain so as to deter the culprit from further wrong-doing.

13. It is a good rule to postpone the infliction of punishment to the next day-especially in bad cases. Tell the boy to come to school the next morning half an hour before school-time, and that in the meantime you will think the matter over, and will then let him know what your deliberate decision is in his case. It is surprising what a change a little delay or a night's sleep will make in the feelings of both teacher and pupil-the former losing his irritation, and the latter his stubbornness.

14. If you have a case that calls for some severe punishment of the offender, consult the parents, if possible, before you take action. By doing so you may avoid complaints, irritation, and ill-feeling. But there are cases that demand summary punishment as soon as the offence is committed.

15. "Where a school is well conducted," says Horace Mann, "the minimum of punishment is the maximum of qualifications."

16. "The sense of honor," says Superintendent Harris, "is developed earlier with each succeeding generation, and corporal punishment should give place to punishments affecting the sense of honor as soon as this sense develops."

"When corporal punishment is kept up," says Bain," it should be at the far end of the list of penalties; its slightest application should be accounted the worst disgrace."

CHAPTER VI.

THE SCHOOLROOM.

I. SPECIAL DIRECTIONS AND SUGGESTIONS FOR PRINCIPALS.

1. BEAR in mind that an assemblage of classes does not constitute a school until a principal has breathed into it a soul.

2. Remember that with assistants, as with other people, requests and suggestions are pleasanter and more effective than authoritative directions. Respect the rights and privileges as well as the duties of assistants, and you will, in general, get along pleasantly and peaceably with them, and will secure what is essential to your own successtheir hearty co-operation in your plans and methods. One of Thomas Arnold's noblest reforms was to raise the under-masters from being little better than menials to the position of honored and trusted associates and instructors.

3. Be patient with the shortcomings of inexperienced assistants, remembering that you yourself were, once in your life, a young teacher without experience.

4. Do not expect assistants to do everything in exactly your way. Insist upon uniformity only in essentials, allowing the widest possible scope for the exercise of individuality in the details of school-work.

5. Caution young assistants against overwork and worry; against detaining pupils after school; and against expecting to make good scholars out of all their pupils.

6. It is a part of your duty to outline the grade-work of assistants; to see that they make a proper use of globes, maps, charts, and other school appliances; and to order such reviews and general exercises as shall secure attention to the essential things of the course of study.

7. Make a systematic use of the school library, and instruct your assistants to keep a close supervision over what their pupils read, and how they read it. If there is no school library, both principal and assistants should influence their pupils' selection of books from the public library.

8. As far as practicable, arrange your school course so that some studies in the year's work may be completed before others are taken up. In other words, do not crowd the minds of pupils with too many things at once.

9. It is your duty in written examinations to direct the attention of your assistants to the main points in each of the studies pursued, not to distract their efforts by dwelling on particulars. Prepare your questions with care and judgment. The art of asking suitable questions is essential to good supervision, for the questions will determine in no small degree the kind of instruction given by assistants. Take your own knowledge of the subject without referring to a text-book; consider a simple fraction of that, and you may succeed in making out a set of questions suited to the capacity of your pupils. When you are preparing questions, think of how little you knew when a pupil, not of what you know now, after years of teaching, or with a book open before you. "How few examiners," says Homer B. Sprague, Principal of the Girls' High School in Boston, "know enough to separate the transient from the permanent, discriminate between knowledge that must be kept in readiness to do service