upon its author. If he finds punishment necessary, he should administer it with calmness and affection; convincing the pupil that he is pained because his teacher loves him.

Crimes which are common to many of the scholars should be made known and corrected before the school. Such as the use of profane language, lying, quarrelling, and disrespect. These crimes the teacher should publicly reprimand. The public opinion should regard them in such a light, that they would be at all times, and in all places, the greatest disgrace to their authors. The teacher should frequently describe that conduct which ensures happiness and esteem, and the opposite, which brings misery and disgrace. He should show the scholars the effect of habit,-the influence it has in prompting them to right or wrong actions. He should tell his pupils, that the best way to find out what they will be is to inquire what they are now, that their conduct, by the time they are twenty years old, will have fixed their character for life. Instructions of this kind from the teacher are very desirable; yes, I may say, absolutely necessary.

The teacher should show his scholars that he is acting under moral obligations-that he is governed by just laws, and that he feels and wishes to do his duty. This will secure him obedience and respect; it will make the scholars unwilling to injure. his feelings, or give him any unnecessary trouble. The government should be impartial.

The larger scholars of the school rendering the same obedience that is required of the smaller ones; the dull and the backward receiving the same attention that is given to the sprightly and more advanced. The children of those parents who are in humble circumstances put upon the same equality with the more favoured. Justice and impartiality appearing in whatever the teacher says or does. This will secure the friendship of all, and prevent those complaints, dissatisfactions, and divisions which are now so common in our district schools.

A teacher should have the same government over himself out of school, that he has in school. I have seen many teachers lose all respect from their pupils by frivolous, improper conduct while out of school. This is to be lamented by all. Inconsistency of character always destroys a man's influence; and no one will see it sooner than a scholar when exhibited in his teacher. The scholar has been convicted of impropriety, and will be on the watch to detect the same fault in his teacher. This should make teachers more circumspect. They may have a wise government in school, but counteract all its influence by their boyish or unjust conduct while out.

The government of a school should be regular and systematical. Children love system. They are delighted with order and regularity; and the benefit of the school will depend upon the teacher's having a time for every thing, and every thing in

its time. Every scholar, also, should have his place, and every one should be in his place. By such arrangements, the instructer will accomplish more in ten minutes than he could in an hour without system. The government in our district schools is not as systematical as it ought to be; many of them are miserably deficient in this important part. There are two reasons which appear to be the main ones. The first is, in such a changing, discordant scene, it is difficult to establish and sustain order and system; and in the second place, the most of teachers have but very little system in their own thoughts and life. But I know of no other employment where the want of order and system is productive of so much injury, as it is in the government of a school. Nothing, or next to nothing, can be done without them. They only can prevent confusion and so much needless waste of time.

The teachers should never threaten. As soon as you threaten you commit yourself. You cannot exercise your judgment in the next offence, but you must punish, let the circumstances be what they may. By scolding, you show your weakness; and by threatening, your injustice to the present, and your slavery to the future.

How seldom are threats executed! The teacher does not mean to execute them at the time he foolishly makes them. He makes them to frighten for a moment, but not to remember them. not this something more than a white lie?

But is
Is it

not the very worst example for children, who are generally so prone to tell what is not true? More care, much more should be used by teachers in this part of their conduct and government.

A government should not be severe at one time, and lax at another. A teacher is very apt to govern as he happens to feel. If he is a little unwell, or has met with some unpleasant circumstance, he is inclined to be hasty and severe; he does not make those allowances which he does at other times, and works off the bad humour, which has been caused by something foreign to the school, on some little offence of one of the scholars. This capriciousness renders his government unpopular, and makes the pupils suppose that their punishment is bad fortune instead of justice. They will not be willing to submit to his freakish authority, but will be more inclined to dispute than to obey. A government should always be uniform."

Teachers in their government should exercise much charity. They should, indeed, have that charity" which suffereth long, and is kind," and "which is not easily provoked." They will meet with many unpleasant scenes-with many provoking things; but they must learn to forgive, and at the same time to reprove with firmness, yet in love.

The government and discipline of a school should have particular regard to the manners of the scholars. Very little attention is given in our district schools to this important part of education. I say important, for manners are something with

all, and every thing with some. I must say, and it is with reluctance, that the American people, especially the labouring classes, have too great a disregard (may I not almost say contempt) for what is called "politeness." As soon as this word is mentioned to some, especially in the country, hypocrisy, affectation, and hollow civility dance in their fancy, and they immediately suppose that every one who is polite is insincere, a dandy, and a fellow of great pretensions without the least worth. They think that politeness and honesty can never be united; and have suspicions of every one who is not as rough and blunt as they are. Hence, they take no pains to improve their own manners, or to correct the indecencies and clownishness of their children or associates. The manners and address of the teacher never undergo inspection; they are probably never thought of, unless they are a little cultivated, and then, perhaps, they are set down to his disadvantage. This is not always so, but it is too often. We, as a people, have too much selfishness, too much social independence. We are too indifferent to those little things and decencies upon which the most of our happiness is placed. In our intercourse with each other, there are a thousand attentions and civilities which greatly increase our enjoyment, and which cost us neither time nor money. This all know, and all acknowledge; and it is to be regretted that so little attention is paid to the manners of the children in our district schools. It is true, they