Subjecting them, then, to mere external restraint is a very inadequate remedy for the moral evil to which they are exposed.

What we aim at is to bring forward and strengthen an internal principle which will act when both parent and teacher are away, and control where external circumstances are all unfavorable.
I have thus far, under this head, been endeavoring to show the importance of securing, by gentle measures, a majority of the scholars to cooperate with the teacher in his plans.

The particular methods of doing this demand a little attention.
(1.) The teacher should study human nature as it exhibits itself in the school-room by taking an interest in the sports and enjoyments of the pupils, and connecting, as much as possible, what is interesting and agreeable with the pursuits of the school, so as to lead the scholars to like the place.

An attachment to the institution, and to the duties of it, will give the teacher a very strong hold upon the community of mind which exists there.
(2.) Every thing which is unpleasant in the discipline of the school should be attended to, as far as possible, privately.

Sometimes it is necessary to bring a case forward in public for reproof or punishment, but this is seldom required.