'
The next began, 'It is my week to write composition, but I do not know
what to say. However, I must write something, so it shall be a
dialogue.' Another was entitled the 'Magical Shoe,' and contained a
marvelous narration of adventures made in a pair of shoes more valuable
than the far-famed 'seven-league boots.' A fourth began, 'Are you
acquainted with that new scholar?' 'No; but I don't believe I shall like
her.' And soon the 'Magical Thimble,' the 'Magical Eye-glass,' &c., were
read in succession, until I could not but exclaim, 'How pleasing is
variety!' School was at length closed, and the young ladies again
attacked the piano. 'Oh,' repeated I to myself, '_how pleasing is
variety!_ as I left the room to the tune of Kendall's March."
By means like these, and others similar to them, it will not be
difficult for any teacher to obtain so far an ascendency over the minds
of his pupils as to secure an overwhelming majority in favor of good
order and co-operation with him in his plans for elevating the character
of the school. But let it be distinctly understood that this, and this
only, has been the object of this chapter thus far. The first point
brought up was the desirableness of making at first a favorable
impression; the second, the necessity of taking general views of the
condition of the school, and aiming to improve it in the mass, and not
merely to rebuke or punish accidental faults; and the third, the
importance and the means of gaining a general influence and ascendency
over the minds of the pupils.
Pages:
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203