“And if I should find that you still continue to play, and should have to separate you, will you move into your new seats pleasantly, and with good-humor, feeling that I have done right about if?”

“Yes, sir, we will.”

Thus it will be seen that there may be cases where the teacher may make arrangements for separating his scholars, on an open and distinct understanding with them in respect to the cause of it.  We have given these cases, not that exactly such ones will be very likely to occur, or that, when they do, the teacher is to manage them in exactly the way here described, but to exhibit more clearly to the reader than could be done by any general description, the spirit and tone which a teacher ought to assume toward his pupils.  We wished to exhibit this in contrast with the harsh and impatient manner which teachers too often assume in such a case, as follows: 

“John Williams and Samuel Smith, come here to me!” exclaims the master, in a harsh, impatient tone, in the midst of the exercises of the afternoon.

The scholars all look up from their work.  The culprits slowly rise from their seats, and with a sullen air come down to the floor.

“You are playing, boys, all the time, and I will not have it.  John, do you take your books, and go and sit out there by the window; and, Samuel, you come and sit here on this front seat; and if I catch you playing again, I shall certainly punish you severely.”

The boys make the move with as much rattling and distention to make a noise; and when they get their new seats, and the teacher is again engaged upon his work, they exchange winks and nods, and in ten minutes are slyly cannonading each other with paper balls.

In regard to all the directions that have been given under this head, I ought to say again, before concluding it, that they are mainly applicable to the case of beginners and of small schools.  The general principles are, it is true, of universal application, but it is only where a school is of moderate size that the details of position, in respect to individual scholars, can be minutely studied.  More summary processes are necessary, I am aware, when the school is very large, and the time of the teacher is incessantly engaged.

8.  In some districts in New England the young teacher will find one or more boys, generally among the larger ones, who will come to the school with the express determination to make a difficulty if they can.  The best way is generally to face these individuals at once in the most direct and open manner, and, at the same time, with perfect good-humor and kindness of feeling and deportment toward them personally.  An example or two will best illustrate what I mean.