Recitations. Miscellaneous.

I. Aim at perfection.

II. Recite promptly.

III. Express your thoughts clearly and fully.

1. Let the tone of voice be distinctly audible and perfectly uttered. Let your words be chosen with care, so as to express your thoughts precisely.

2. Determine to solve every difficult point in your lesson yourself, (if possible,) rather than receive assistance from another.

3. Scholars are in no case to assist each other about their lessons, in study hours, except by permission, for very special reasons.

RECITATIONS.

1. A scholar must never stay from recitation, because he "has no lesson." If you have a good excuse, give it to your teacher, and go and hear the others recite.

2. A scholar must never have anything in his hands during recitation, nor during study hours, except what strictly belongs to the exercise in which he is engaged. 3. Do not rest satisfied with learning your lesson so as guess you can say it"; be able to give a clear and full account of it when you recite.

to "

MISCELLANEOUS.

1. All communications with the scholars are to be avoided during the hours of study and recitation. This comprehends whispering, writing notes, or on the slate,

signs, etc. Every pupil should study as if there were no one else in the room, with perfect silence.

2. Ask questions about lessons of teachers to whom you recite; as they are responsible for your improvement ;otherwise one may be overburdened with business which properly belongs to another.

Rules for Teachers.

3. No books are to be read in school hours, except such as belong to the studies and exercises of the school.

4. No scholar should go off the school grounds during recess, except with permission.

5. Never meddle with the desk or property of another scholar, without liberty.

6. Caps, bonnets, and all outer garments must be placed on the hook assigned to each pupil, immediately on entering school.

7. Boys must never wear caps or hats in the school

room.

8. Always be in your own place, and busy about your own duties.

9. Finally. Bear constantly in mind how short may be the time allotted you to enjoy the privileges of school, and how important an influence they may exert on all your future life.

APPENDIX B.

RULES FOR TEACHERS.

THE following Rules, with a few slight changes and additions, are taken from the "Teacher and Parent":1. From your earliest intercourse with your pupils, inculcate the necessity of prompt, cheerful, and exact obedience.

2. Unite firmness with gentleness; and let your pupils clearly understand that you mean exactly what you say.

Rules for Teachers.

3. Never promise anything, unless you are quite sure you can give, or do, what you promise.

4. Never threaten a definite punishment for an anticipated offence.

5. Study the dispositions of your pupils, and adapt your modes of discipline to the same.

6. Never be late at school.

7. Be courteous in action and expression.

8. Never tell a pupil to do anything, unless you are sure he knows how it is to be done;

it, and then see that he does it.

or show him how to do

9. Always punish a pupil for wilful disobedience; but never punish unduly, or in anger; and in no case give a blow on the head.

10. Never let your pupils see that they can vex you, or make you lose your self-command.

11. If pupils are under the influence of an angry or petulant spirit, wait till they are calm, and then reason with them on the impropriety of their conduct.

12. Never yield anything to a pupil because he looks angry, or attempts to move you by threats and tears. Deal mercifully, but justly too.

13. A little present punishment, when the occasion arises, is more effectual than the threatening of a greater punishment, should the fault be renewed.

14. Never allow pupils to do, at one time, what you have forbidden, under the like circumstances, at another.

15. Teach the young that the only sure and easy way to appear good is to be good.

16. Never allow tale-bearing.

17. If a pupil abuses your confidence, make him, for a time, feel the want of it.

Questions for Self-Examination.

18. Never allude to former errors, when real sorrow has been evinced for having committed them.

19. Encourage, in every suitable way, a spirit of diligence, obedience, perseverance, kindness, forbearance, honesty, truthfulness, purity, and courteousness.

but

20. Never speak in a scolding and fretful manner, use tones of gentleness. Some teachers defeat their objects by using harsh and boisterous tones.

21. Be consistent in your requirements and uniform in your practice.

22. Set a good example in all things.

23. Constantly aim at thoroughness in teaching.

24. Inculcate habits of neatness.

25. In conduct be what you wish your pupils to become; avoid what you wish them to avoid.

APPENDIX C.

QUESTIONS FOR SELF-EXAMINATION.

THE following are some of the questions prepared for the teachers of Elementary Schools in Prussia. If all teachers would seriously examine themselves by the use of these questions, how much greater would be their in

terest and success!

1. In commencing the day, have I consecrated myself anew in prayer to my Creator?

2. Have I implored His blessing on the labors of the

Questions for the Teacher.

day, especially seeking his favor for the children confided to my care?

3. Have I implored aid especially for such of my pupils as have the greatest need of assistance?

4. Have I commenced the day full of strength and confidence in God?

5. Have I sufficiently reflected, before school hours, on what I have to do through the day; and have I suitably prepared myself for my duties?

6. Are my cares and efforts extended equally to all my pupils, or do I manifest more interest in some than I do in others?

7. Has my attention been more particularly directed, and according to their need, to those among them who were weaker or more idle than the rest? Or, consulting only my own taste, have I occupied myself more willingly with the most intelligent, and those most desirous of being instructed?

8. In what manner have I influenced the moral progress of my pupils ?

9. With regard to that which is exterior, have I required order, quietness, suitable manners, cleanliness?

10. Have I been guilty of any negligence in these respects from idleness or inattention?

11. Have I not, from disgust, abandoned to their evil propensities some children who resisted all my efforts?

12. Have I not, without confessing it to myself, condemned some among them as incorrigible?

13. And have I not thus neglected one of my most important duties; that of never despairing of the improvement of a single child confided to me?

14. When it has been necessary to censure, punish, or recall to duty by exhortation, have I done it with calmness,