(2.) Every thing which is unpleasant in the discipline of the school should be attended to, as far as possible, privately.  Sometimes it is necessary to bring a case forward in public for reproof or punishment, but this is seldom required.  In some schools it is the custom to postpone cases of discipline till the close of the day, and then, just before the boys are dismissed at night, all the difficulties are settled.  Thus, day after day, the impression which is last made upon their minds is received from a season of suffering, and terror, and tears.

Now such a practice may be attended with many advantages, but it seems to be, on the whole, unwise.  Awing the pupils, by showing them the painful consequences of doing wrong, should be very seldom resorted to.  It is far better to allure them by showing them the pleasures of doing right.  Doing right is pleasant to every body, and no persons are so easily convinced of this, or, rather, so easily led to see it, as children.  Now the true policy is to let them experience the pleasure of doing their duty, and they will easily be allured to it.

In many cases, where a fault has been publicly committed, it seems, at first view, to be necessary that it should be publicly punished; but the end will, in most cases, be answered if it is noticed publicly, so that the pupils may know that it received attention, and then the ultimate disposal of the case may be made a private affair between the teacher and the individual concerned.  If, however, every case of disobedience, or idleness, or disorder, is brought out publicly before the school, so that all witness the teacher’s displeasure and feel the effects of it (for to witness it is to feel its most unpleasant effects), the school becomes, in a short time, hardened to such scenes.  Unpleasant associations become connected with the management of the school, and the scholars are prepared to do wrong with less reluctance, since the consequence is only a repetition of what they are obliged to see every day.

Besides, if a boy does something wrong, and you severely reprove him in the presence of his class, you punish the class almost as much as you do him.  In fact, in many cases you punish them more; for I believe it is almost invariably more unpleasant for a good boy to stand by and listen to rebukes, than for a bad boy to take them.  Keep these things, therefore, as much as possible out of sight.  Never bring forward cases of discipline except on mature deliberation, and for a distinct and well-defined purpose.

(3.) Never bring forward a case of discipline of this kind unless you are sure that public opinion will go in your favor.  If a case comes up in which the sympathy of the scholars is excited for the criminal in such a way as to be against yourself, the punishment will always do more harm than good.  Now this, unless there is great caution, will often happen.  In fact, it is probable that a very large proportion of the punishments which are ordinarily inflicted in schools only prepare the way for more offenses.