ties for observing has said that, "A teacher has more need to watch himself than his children, as the evils found in a school are often traceable to some omission, inconsiderateness, hastiness of temper, want of firmness, or absence of principle in himself."

The school becomes a reflector of the teacher, and in every case it will be an accurate reflector. A teacher cannot appear what he is not in the presence of his pupils. The attempt is vain. Their eyes pierce through every disguise.

He must be what he seems, and must seem what he is. Love, honor, truthfulness, sincerity, consistency, justice, patience, and judgment, must be ele

teacher.

Elements ments of a teacher's character. Earnestness of the true and cheerfulness are also elements. Earnestness has great influence over children; cheerfulness is sunshine.

Sympathy with them in their trials, sports and labors is an element of power; but fear NEVER.

Is there not a lesson prettily expressed in the follow. ing:

He who checks a child with terror,
Stops its play, and stills its song,

Not alone commits an error,

But a great and moral wrong.

Give it play, and never fear it,—
Active life is no defect;
Never, never break its spirit,—

Curb it only to direct.

Would you stop the flowing river,

Thinking it would cease to flow?

Onward it must flow forever,

Better teach it where to go.

A low voice.

Particularly must it be kept in view by the teacher that quietness in governing is allied with good discipline. A loud voice, reiterating commands in an authoritative tone, is often considered favorable to discipline. It is not really so. A quiet way of issuing orders is favorable to quietness of disposition among the pupils. It conveys a double impression-that obedience is expected, and that there is a large reserve force at command if the teacher should have occasion to use it.

Obedience

One thing deserving careful consideration is the importance of inculcating the habit of obedifrom the first. ence from the first. If children are accustomed from their very earliest school experience to move together in accordance with the fixed signals, the work of discipline is greatly simplified. Simultaneous movements as in rising, taking seats again, or marchingalways contribute to the result in a very pleasing way. We would encourage daily drill in Calisthenics, as well calculated to enforce prompt obedience.

The first thing that a child should learn is obedience. All governments and all peoples have regarded filial disobedience with great disfavor. The teacher should supplement the parent's work.

HINTS ON THE CORRECTION OF SPECIAL OFFENCES

1. By suggestion, advice, admonition.
2. By reproof,-make it unpopular.
3. By restraint of personal liberties.
4. By separation of seatmates.
5. By printed reports to parents.

1. Suspend exercises until quiet.

2. Train pupils to study with closed lips.

III. Laughing

1. By suspension of exercises.

2. Make pupils laugh until weary of it.

IV. Moving Noisily

1. Train the pupils how to walk, to stand, to sit, and to move.

2. Always admonish them, when a command is violated.

3. Require the pupils to try again, until they do it quietly.

4. Slates should be covered.

5. Let the teacher move quietly himself.

1. Prohibit them.

2. Show their impropriety.

3. Refuse to notice signals.

VI. Litter on the Floor

1. Encourage neatness.

2. Require the floor to be swept.

3. Inspect the floor in the presence of the pupil, without any remarks.

VII. Writing Notes

1. Give pupils all the work they can do.

2. Read the notes before the school, omitting names.

3. Ask for the writer.

4. Destroy the notes without reading them.

1. Have basin and towels at hand, for washing. 2. Send pupils home till they are fit to return. 3. Insist upon cleanliness.

IX. Disorder

1. Have a place for everything, and everything in its place.

2. Allow no changing of position, without permission. 3. Hold pupils accountable for the care of property. 4. Insist on quiet attention when addressing pupils. I. Tattling

1. Point out its impropriety-it leads to gossip and slander.

2. Refuse to notice it.

XI. Quarrelling

1. Persuade of its sinfulness.

2. Oblige pupils to play alone.

3. Make it unpopular by ridiculing those who engage

III. CONDUCT OF RECITATIONS

As it is considered more important to digest what is learned than merely to acquire it, the man- Test of ner of conducting a recitation becomes of the teacher. the highest importance. It is to be expected that the pupils carry away with them the habits of mind that. the class training engenders. The ability of the teacher to make each recitation a model of the best method of investigating a subject and of expressing the results, is the highest recommendation for the position he holds.

Discipline is only a means, whereas the recitation is an end. A failure here is a failure altogether. It has definite and rational aims, to be carefully sought after and earnestly pursued. It is the most delicate part of all the school work. Here the teacher may exhibit skill, tact, and individuality; the inventive powers are to be taxed to their utmost, in order to bring about the desired results.

The object is to develop the powers of the pupils, and this development will be attained in proportion to the ability, capacity, and ingenuity

of the teacher.

Object.

The conditions of success in school work are as fixed as the axioms of mathematics. Intense in- Conditions of terest, activity, self-reliance, well-directed success. effort these are the essential features of all efficient methods. Any method of conducting recitations that embraces these is a good one. Different teachers do not

always succeed best with the same method.

Adaptation and variety are cardinal principles in education. The safe rule is: Employ the method which will best enable you to effect the desired results.