12.  THE CORRESPONDENCE.—­A master of a district school was walking through the room with a large rule in his hands, and as he came up behind two small boys, he observed that they were playing with some papers.  He struck them once or twice, though not very severely, on the head with the rule which he had in his hand.  Tears started from the eyes of one.  They were called forth by a mingled feeling of grief, mortification, and pain.  The other, who was of “sterner stuff,” looked steadily into the master’s face, and when his back was turned, shook his fist at him and laughed in defiance.

Another teacher, seeing a similar case, did nothing.  The boys, when they saw him, hastily gathered up their playthings and put them away.  An hour or two after, a little boy, who sat near the master, brought them a note addressed to them both.  They opened it, and read as follows: 

“To EDWARD AND JOHN,—­I observed, when I passed you to-day, from your concerned looks, and your hurried manner of putting something into your desk, that you were doing something that you knew was wrong.  When you attempt to do any thing whatever which conscience tells you is wrong, you only make yourself uneasy and anxious while you do it, and then you are forced to resort to concealment and deception when you see me coming.  You would be a great deal happier if you would always be doing your duty, and then you would never be afraid.  Your affectionate teacher,——.”

As the teacher was arranging his papers in his desk at the close of school, he found a small piece of paper neatly folded up in the form of a note, and addressed to him.  He read as follows: 

“DEAR TEACHER,—­We are very much obliged to you for writing us a note.  We were making a paper box.  We know it was wrong, and are determined not to do so any more.  We hope you will forgive us.

“Your pupils, EDWARD, JOHN.”

Which of these teachers understood human nature best?

13.  WEEKLY REPORTS.—­The plan described by the following article, which was furnished by a teacher for insertion here, was originally adopted, so far as I know, in a school on the Kennebec.  I have adopted it with great advantage.

A teacher had one day been speaking to her scholars of certain cases of slight disorder in the school, which, she remarked, had been gradually creeping in, and which, as she thought, it devolved upon the scholars, by systematic efforts, to repress.  She enumerated instances of disorder in the arrangement of the rooms, leaving the benches out of their places, throwing waste papers upon the floor, having the desk in disorder inside, spilling water upon the entry floor, irregular deportment, such as too loud talking or laughing in recess, or in the intermission at noon, or when coming to school, and making unnecessary noise in going to or returning from recitations.