At least
so I found it, for I have tried both.
Show then continually that you see and enjoy the beauty of system and
strict discipline, and that you submit to law yourself as well as
require submission of others.
(6.) Lead your pupils to see that they must share with you the credit or
the disgrace which success or failure in the management of the school
may bring. Lead them to feel this, not by telling them so, for there are
very few things which can be impressed upon children by direct efforts
to impress them, but by so speaking of the subject, from time to time,
as to lead them to see that you understand it so.
Repeat, with judicious caution, what is said of the school, both for and
against it, and thus endeavor to interest the scholars in its public
reputation. This feeling of interest in the institution may very easily
be awakened. It sometimes springs up spontaneously, and, where it is not
guided aright by the teacher, sometimes produces very bad effects upon
the minds of the pupils in rival institutions. When two schools are
situated near each other, evil consequences will result from this
feeling, unless the teacher manages it so as to deduce good
consequences. I recollect that in my boyish days there was a standing
quarrel between the boys of a town school and an academy which were in
the same village. We were all ready at any time, when out of school, to
fight for the honor of our respective institutions, each for his own,
but very few were ready to be diligent and faithful when in it, though
it would seem that that might have been rather a more effectual means of
establishing the point.
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