Truthfulness.

if you err in this particular. My earliest school recollections are of a "schoolma'am" who often threatened to cut off the ears of her pupils if they did not sit still. Child as I was, I thought she meant what she said, and with almost breathless stillness I kept my eye for the entire first day upon a pair of scissors which were attached to her person. I regarded them as the ear-shortening implements; but after having heard the threat many times repeated, and finding my own ears were uninjured, I concluded that the teacher was uttering idle threats, and I lost the little respect for her that I first had. It was soon ascertained that she said what she did not mean, and then her words fell upon our ears as the idle wind. Ever, my friend, study to verify your words by your acts; but also study to have both words and acts consistent and right.

Never threaten to inflict a certain Mode or Kind of Punishment for certain anticipated Offences. — Different pupils require different inducements and different methods of discipline. As no two cases of transgression will be precisely similar in all their bearings and particulars, so it will not be wise to have a uniform and undeviating kind of punishment for all offenders. Aim always to deal justly and impartially; and in order that you may so deal, you must carefully weigh all circumstances, and studiously adapt your discipline, both in kind and in degree, to the peculiar temperament and disposition of each offender. Let the motives and cir

An Incident.

cumstances attending the error always be duly considered. The following incident, which I find in the Canada Journal of Education, will illustrate my position, and, I hope, convey a good lesson:

"My third attempt at teaching was in the parish of St. A. I had been engaged in the ordinary duties of a common school for three or four weeks, when, on a very cold, bright day in January, a group of children arrived rather earlier than the usual hour. They were all new pupils, except one. This was pleasing to me. As the children approached, I heard sobbing, and, upon opening the door, the lad, who had previously attended the school, entered, leading by the hand a little girl about seven years of age. Her eyes were large and blue; her hair, which was too fair to be golden, hung around her neck in little ringlets; her cheeks were red, though partly concealed by frozen tears. Her complexion was very fair, and her features of an exquisite mould. Her cousin Charley was about twelve years of age, tall, and well formed; his eyes were black, and his hair was of the same color; his features were regular, and indicative of intellect as well as benevolence. As Charley entered, he said, 'This is Cousin Polly; she's coming to school, please, Sir, and I told her you would n't whip her if she is a good girl; she's crying with the cold.' With a little chafing of the cold hands and the aid of a good fire, Polly soon became comfortable. After this introduction, Polly, Charley, and myself were very good friends. Time glided pleasantly away, for we had a most agreeable

Charley and Polly.

assemblage of youth, and, with one exception, a pleasant school-room. The exception was, that two of our windows overlooked the highway, and thus presented a temptation to violate the rules of discipline, by looking at passers-by in the time of study. The winter was nearly over, and I had become strongly attached to Charley and his Cousin Polly, for they were docile and obedient, seemingly full of affection for me, as well as for each other. I had never had occasion to chastise either of them during the term. Indeed, I had to be cautious about addressing them in a hasty or excited manner, else they would have burst into tears immediately; and to speak harshly to them would be worse than whipping some children. One day, near the close of the term, I had been disturbed several times, while attending to classes, by the scholars seated near the windows already mentioned. They would rise from their seats to look at any vehicle which might be passing. After having been interrupted three times while engaged with a class, and as often remonstrating, I lost patience, and said that I should ferule the first one who arose again to look out of the windows. After this announcement all were very quiet for some time; but before I had concluded the exercises of my class, I heard a noise, and, looking around, I saw Polly standing upon a desk and stretching past two girls to look out of the window. Here was a case. All eyes were upon I had described a certain kind of punishment, and pledged my word to inflict it upon the one who

me.

Unpleasant Predicament.

should violate the rule. Polly was the last one I deemed likely to be guilty, and the last person in the school whom I wished to punish in such a manner; but now my only alternative was to break my word or to punish Polly. I called her to me; she came, with tears in her eyes. I asked her why she wept? She said she was sorry she had forgotten the rule; that she had been told, by Fanny Conly, that her papa and mamma were coming for her in the sleigh, and she got up to look out without thinking. I replied, If I should not punish you as I said, I should be guilty of an untruth, which is sinful, and I should lose your respect and esteem, as well as that of your schoolmates.' 'O dear! yes, you must punish me,' said Polly, with a gush of tears; but I feel so bad because I cannot help it now!' and she held out her hand. I stood up as though I was about to inflict the expected blows, when Charley approached, and, holding out his hand, said, 'Please, master, whip me, and don't whip Polly.' From this little incident I learned two things about discipline;

6

-first, never to pledge myself to any particular kind of punishment beforehand; and second, that children often shed tears because their error is past recall, or, in the words of Polly, 'because they cannot help it,' when their teachers suppose they are crying for fear of the punishment.”

A particular Offence does not necessarily call for the Infliction of a Specific Punishment. - All attendant and palliating circumstances should always

The Physician.

His

be taken into account in deciding upon disciplinary measures. A course that would be highly salutary in one case, under one set of circumstances, would prove far otherwise in another case, and under other circumstances. A certain physician once had as a patient an Englishman. The disease was fever. He allowed the patient to partake frequently of chicken-broth. The sick man was restored to health; and the doctor wrote in his note-book, "Chicken-broth is good in case of fever." next patient was a Frenchman, and the disease fever. He was allowed to partake of chicken-broth, and died. The next memorandum in the note-book was, "Though chicken-broth is good for an Englishman in case of fever, it will kill a Frenchman." From this learn a lesson in school discipline, and study to adapt the mode of discipline to existing circumstances and peculiarities, and never feel that the same means will always produce the same results.

Be Calm and Self-possessed. — Never give your pupils opportunity to feel that they can annoy you ; for if they find you over-sensitive, they will ever be on the alert to do things which will vex you. But while you aim to let them see that you control yourself, be sure also to have them feel that you shall control them; and that any degree of impropriety on their part will be duly considered, even though it may not receive immediate notice. It is well, occasionally, to let certain errors and deviations pass, apparently unnoticed, during the day, and be taken