This is the
understanding which ought always to exist between master and scholars.
The fact that the teacher does not know every thing can not long be
concealed if he tries to conceal it, and in this, as in every other
case, HONESTY IS THE BEST POLICY.
CHAPTER IV.
MORAL DISCIPLINE.
Under the title which I have placed at the head of this chapter I intend
to discuss the methods by which the teacher is to secure a moral
ascendency over his pupils, so that he may lead them to do what is
right, and bring them back to duty when they do what is wrong. I shall
use, in what I have to say, a very plain and familiar style; and as very
much depends not only on the general principles by which the teacher is
actuated, but also on the tone and manner in which, in cases of
discipline, he addresses his pupils, I shall describe particular cases,
real and imaginary, because by this method I can better illustrate the
course to be pursued. I shall also present and illustrate the various
principles which I consider important, and in the order in which they
occur to my mind.
1. The first duty, then, of the teacher when he enters his school is to
beware of the danger of making an unfavorable impression at first upon
his pupils. Many years ago, when I was a child, the teacher of the
school where my early studies were performed closed his connection with
the establishment, and after a short vacation another was expected.
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