Be very careful, then, to avoid, especially at the commencement of the school, publicly exposing those who do wrong.  Sometimes you may make the offense public, as in the case of the snapping of the lath, described under a former head, while you kindly conceal the name of the offender.  Even if the school generally understand who he is, the injury of public exposure is almost altogether avoided, for the sense of disgrace does not come nearly so vividly home to the mind of a child from hearing occasional allusions to his offense by individuals among his playmates, as when he feels himself, at a particular time, the object of universal attention and dishonor.  And then, besides, if the pupil perceives that the teacher is tender of his reputation, he will, by a feeling somewhere between imitation and sympathy, begin to feel a little tender of it too.  Every exertion should be made, therefore, to lead children to value their character, and to help them to preserve it, and especially to avoid, at the beginning, every unnecessary sacrifice of it.

And yet there are cases where shame is the very best possible remedy for juvenile faults.  If a boy, for example, is self-conceited, bold, and mischievous, with feelings somewhat callous, and an influence extensive and bad, an opportunity will sometimes occur to hold up his conduct to the just reprobation of the school with great advantage.  By this means, if it is done in such a way as to secure the influence of the school on the right side, many good effects are sometimes attained.  His pride and self-conceit are humbled, his bad influence receives a very decided check, and he is forced to draw back at once from the prominent stand he has occupied.

Richard Jones, for example, is a rude, coarse, self-conceited boy, often doing wrong both in school and out, and yet possessed of that peculiar influence which a bad boy often contrives to exert in school.  The teacher, after watching some time for an opportunity to humble him, one day overhears a difficulty among the boys, and, looking out of the window, observes that he is taking away a sled from one of the little boys to slide down hill upon, having none of his own.  The little boy resists as well as he can, and complains bitterly, but it is of no avail.

At the close of the school that day, the teacher commences conversation on the subject as follows: 

“Boys, do you know what the difference is between stealing and robbery?”

“Yes, sir.”

“What!”

The boys hesitate, and look at one another.

“Suppose a thief were to go into a man’s store in the daytime, and take away something secretly, would it be stealing or robbery?”

“Stealing.”

“Suppose he should meet him in the road, and take it away by force?”

“Then it would be robbery.”

“Yes; when that which belongs to another is taken secretly, it is called stealing; when it is taken openly or with violence, it is called robbery.  Which, now, do you think is the worst?”