(3.) Be very cautious how you bring in the awful sanctions of religion to assist you directly in the discipline of your school.  You will derive a most powerful indirect assistance from the influence of religion in the little community which you govern, but this will be through the prevalence of its spirit in the hearts of your pupils, and not from any assistance which you can usually derive from it in managing particular cases of transgression.  Many teachers make great mistakes in this respect.  A bad boy, who has done something openly and directly subversive of the good order of the school, or the rights of his companions, is called before the master, who thinks that the most powerful weapon to wield against him is the Bible.  So, while the trembling culprit stands before him, he administers to him a reproof, which consists of an almost ludicrous mixture of scolding, entreaty, religious instruction, and threatening of punishment.  But such an occasion as this is no time to touch a bad boy’s heart.  He is steeled at such a moment against any thing but mortification and the desire to get out of the hands of the master, and he has an impression that the teacher appeals to religious principles only to assist him to sustain his own authority.  Of course, religious truth, at such a time, can make no good impression.  There may be exceptions to this rule.  There doubtless are.  I have found some; and every successful teacher who reads this will probably call to mind some which have occurred in the course of his own experience.  I am only speaking of what ought to be the general rule, which is to reserve religious truths for moments of a different character altogether.  Bring the principles of the Bible forward when the mind is calm, when the emotions are quieted, and all within is at rest; and in exhibiting them, be actuated, not by a desire to make your duties of government easier, but to promote the real and permanent happiness of your charge.

(4.) Do not be eager to draw from your pupils an expression of their personal interest in religious truth.  Lay before them, and enforce, by all the means in your power, the principles of Christian duty, but do not converse with them for the purpose of gratifying your curiosity in regard to their piety, or your spiritual pride by counting up the numbers of those who have been led to piety by your influence.  Beginning to act from Christian principle is the beginning of a new life, and it may be an interesting subject of inquiry to you to ascertain how many of your pupils have experienced the change; but, in many cases, it would merely gratify curiosity to know.  There is no question, too, that, in very many instances, the faint glimmering of religious interest, which would have kindled into a bright flame, is extinguished at once, and perhaps forever, by the rough inquiries of a religious friend.  Besides, if you make inquiries, and form a definite opinion of your pupils, they will know that this is your practice, and many a one will