But the moment the child has seen me, all has been as quiet as possible.
I have desired him to give me the half-penny, which he has done directly, I have returned it to the mother, and the child has gone into school, as quietly as any child could do.

I have had others who would throw their victuals into the dirt, and then lie down in it themselves, and refuse to rise up, crying, "I will go home; I want to go into the fields; I will have a half-penny." The mother has answered, "Well, my dear, you shall have a half-penny, if you will stay at school." "No, I want to go and play with Billy or Tommy;" and the mother at length has taken the churl home again, and thus fed his vanity and nursed his pride, till he has completely mastered her, so that she has been glad to apply to the school again, and beg that I would take him in hand.
At another time a girl came with a pillow; she had insisted on having it for a doll; but, so far from contributing to her happiness, it had a contrary effect.

Nevertheless, the parent, for want of that firmness so necessary in the management of children, had allowed her to bring it to school, and on her journey she cried all the way, to the amusement of the lookers on.

When I remonstrated with the mother, she replied, "What could I do?
she would not come without it" The child, however, gave it up to me without any trouble, and the over _indulgent mother_ took it back with her.

Numerous have been the instances of a similar kind; and all far the want of firmness.
The master of an infant school, whenever opportunity occurs, should feel it incumbent upon him to urge the parents to make a due use of judicious parental authority.