CHAPTER IV.
MORAL DISCIPLINE.
Under the title which I have placed at the head of this chapter I intend to discuss the methods by which the teacher is to secure a moral ascendency over his pupils, so that he may lead them to do what is right, and bring them back to duty when they do what is wrong.

I shall use, in what I have to say, a very plain and familiar style; and as very much depends not only on the general principles by which the teacher is actuated, but also on the tone and manner in which, in cases of discipline, he addresses his pupils, I shall describe particular cases, real and imaginary, because by this method I can better illustrate the course to be pursued.

I shall also present and illustrate the various principles which I consider important, and in the order in which they occur to my mind.
1.

The first duty, then, of the teacher when he enters his school is to beware of the danger of making an unfavorable impression at first upon his pupils.

Many years ago, when I was a child, the teacher of the school where my early studies were performed closed his connection with the establishment, and after a short vacation another was expected.