There should be, through the whole, the tone and manner of _authority_, not of _persuasion_.

The teacher must be a _monarch_, and, while he is gentle and forbearing, always looking on the favorable side of conduct so far as guilt is concerned; he must have an eagle eye and an efficient hand, so far as relates to arresting the evil and stopping the consequences.
He may slowly and cautiously, and even tenderly, approach a delinquent.
He may be several days in gathering around him the circumstances of which he is ultimately to avail himself in bringing him to submission; but, while he proceeds thus slowly and tenderly, he must come with the air of authority and power.

The fact that the teacher bases all his plans on the idea of his ultimate authority in every case may be perfectly evident to all the pupils, while he proceeds with moderation and gentleness in all his specific measures.

Let it be seen, then, that the constitution of your school is a monarchy, absolute and unlimited; but let it also be seen that the one who holds the power is himself under the control of moral principle in all that he does, and that he endeavors to make the same moral principle which guides him go as far as it is possible to make it go in the government of his subjects..