knowledge which a man can possess, both to assist him in the general administration of the school and in his intercourse among mankind in the business of life.  Men are but boys, only with somewhat loftier objects of pursuit.  Their principles, motives, and ruling passions are essentially the same.  Extended commercial speculations are, so far as the human heart is concerned, substantially what trading in jack-knives and toys is at school, and building a snow fort, to its own architects, the same as erecting a monument of marble.

(2.) After exploring the ground, the first thing to be done as a preparation for reforming individual character in school is to secure the personal attachment of the individuals to be reformed.  This must not be attempted by professions and affected smiles, and still less by that sort of obsequiousness, common in such cases, which produces no effect but to make the bad boy suppose that his teacher is afraid of him; which, by the way, is, in fact, in such cases, usually true.  Approach the pupil in a bold and manly, but frank and pleasant manner.  Approach him as his superior, but still as his friend; desirous to make him happy, not merely to obtain his good-will.  And the best way to secure these appearances is just to secure the reality.  Actually be the boy’s friend.  Really desire to make him happy—­happy, too, in his own way, not in yours.  Feel that you are his superior, and that you must and will enforce obedience; but with this, feel that probably obedience will be rendered without any contest.  If these are really the feelings which reign within you, the boy will see it, and they will exert a strong influence over him; but you can not counterfeit appearances.

A most effectual way to secure the good-will of a scholar is to ask him to assist you.  The Creator has so formed the human heart that doing good must be a source of pleasure, and he who tastes this pleasure once will almost always wish to taste it again.  To do good to any individual creates or increases the desire to do it.

There is a boy in your school who is famous for his skill in making whistles from the green branches of the poplar.  He is a bad boy, and likes to turn his ingenuity to purposes of mischief.  You observe him some day in school, when he thinks your attention is engaged in another way, blowing softly upon one which he has concealed in his desk for the purpose of amusing his neighbors without attracting the attention of the teacher.  Now there are two remedies.  Will you try the physical one?  Then call him out into the floor, inflict painful punishment, and send him smarting to his seat, with his heart full of anger and revenge, to plot some new and less dangerous scheme of annoyance.  Will you try the moral one?  Then wait till the recess, and while he is out at his play, send a message out by another boy, saying that you have heard he is very skillful in making whistles, and asking him to make one for you to carry home to