Subjects for Additional Lessons.
1. Rendering assistance to teachers.
2. Care in not interrupting a teacher.
3. Kind treatment of school-mates.
4. Respectful treatment of the janitor.
5. Respectful treatment of visitors.
6. Respectful treatment of those who address the school.
Note.—Subjects for many lessons may be found in Reminders, [Chapter XII.], etc.
[Chapter V.]
MANNERS IN SCHOOL.
SECOND TWO YEARS.
Illustrative Lessons.
LESSON 13.
Purpose.—To show the necessity of good manners in school.
Method.—A suggestive incident related, followed by a conversation.
The Lesson.
One time a little girl whom I knew had a birth-day party, and I was invited. I went, and saw many little girls and boys wearing their best clothes, their brightest faces, and pleasantest smiles. They also had brought the best of something else. Do you know what?
“Their best manners.”
Yes. These same boys and girls were in my school, and as I saw how lovely they could be at a party, it made me wish something. Do you know what?
“That they would be so in school.”
What difference would it make?
“It would make the school pleasanter.”
“It would make it better.”
I wish you would all think what politeness in school would lead you to do.
“We should be kind to you.”
“We should mind you.”
And then you would be what kind of pupils?
“Obedient.”
Yes. What else would you do?
“Learn our lessons.”
What kind of pupils would you be?
“Diligent pupils.”
“Industrious pupils.”
If you are obedient and industrious all day, how would you feel when school closed?
“Happy.”
How many think it will pay to be polite in school? How many will try?
If we study and practise good manners here, how will it be in other places?
“Our manners will be good.”
Give two reasons why our school manners should be good.
“Good manners help to make a pleasant school.”
“Good manners studied and practised in school aid in their practice elsewhere.”
Note.—Terms obedient, diligent, etc., are supposed to have been given in moral lessons.
LESSON 14.
Purpose.—To show that regularity of attendance at school is a sign of good manners.
Method.—A conversation.
The Lesson.
When I called the roll this morning, did every one answer to his name?
“No, Miss B., some were not here.”
Why do you suppose they were not here?
“Perhaps they were sick.”
“Perhaps they had to work.”
“Perhaps they had gone away on a visit.”
“Perhaps they did not wish to come.”
How many reasons does that make?
“Four.”
How many good reasons?
“Two.”
What are the poor reasons?
“That they are away on a visit.”
“That they do not wish to come.”
What do you say of children who often stay away from school.
“That they are not steady in coming.”
Yes, or that their attendance is not regular. Tell me how many people wish you to be regular in your attendance at school.
“You do, because we lose our lessons if we stay away.”
“And our school-mates, because they have to wait for us to make up lost lessons.”
“And our parents, and all good people who know us, because they wish us to learn.”
“We all wish our school to have a good name.”
Then what do you think of an absence that can be helped?
“It is unkind.”
“It is impolite.”
LESSON 15.
Purpose.—To show that punctuality of attendance is a sign of good manners.
Method.—A story followed by a conversation.
The Lesson.
I once knew a little girl with blue eyes and rosy cheeks and lovely golden hair. Everybody loved her because she was so sweet and loving and kind. But even this dear little girl had some faults, and one was in putting off whatever she had to do.
When her mamma would say, “Bessie, it is time to start for school,” she would answer sweetly, “Yes, mamma, I shall go in a minute,” but the minutes would fly and Bessie would not start. Of course she was often late. What trouble did she cause by her tardiness?
“She had a tardy mark against her name, and spoiled the record of the school.”
“She displeased her mamma.”
“And her teacher.”
“She disturbed the class by going in late.”
Then, even if she were a very nice little girl in most things, what did this show her to be?
“Selfish and unkind and impolite.”
Why?
“Because she made others unhappy.”
What do you say of one who is always at school on time?
“We say he is punctual.”
What is one way by which politeness in school can be shown?
“By punctuality.”
LESSON 16.
Purpose.—To show that cleanliness is one sign of good manners.
Method.—A conversation.
The Lesson.
Suppose a boy should come to school with his face and hands unwashed and his hair uncombed, what would you say of him?
“That he was not nice.”
How would you feel toward him?
“We should not like to look at him.”
“Nor sit beside him.”
“Nor touch him.”
What do you say of people whom you do not wish to see or touch?
“They are disagreeable.”
What must people expect when they make themselves disagreeable?
“That they will not be liked.”
If they show so little care for the good opinion of others, what may be said of them?
“That they are disrespectful.”
And if they are disrespectful?
“They are impolite.”
Then how can pupils show politeness to teacher and school-mates?
“By being clean and tidy.”
LESSON 17.
Purpose.—To show that care for school belongings is a sign of good manners.
Method.—A conversation.
The Lesson.
Think just two minutes of the question I am about to ask you, and then, if you have something to say, raise hands. How can we keep our school-rooms, school-buildings, and school-grounds in good order? You may begin with our room, Mary.
“When it is muddy we must clean our shoes on the mat before we come in.”
“We must not throw things on the floor.”
“We must keep things in their places.”
“We must not mark the desks.”
“Nor the wall.”
How is it with the steps, or piazzas, or the halls?
“We must take the same care of them as of the inside.”
What of the yard?
“We must not throw papers or anything else in it.”
“Nor trample down the grass.”
“Except on the playground.”
Suppose, instead of taking care of things in this way, some boy should carelessly throw things about, mar the furniture, or trample down the grass?
“He would be a bad boy.”
“Nobody would like him.”
“If he kept doing it, perhaps he would be sent home.”
If he kept doing it when he knew better, and when he was told not to, what would you say of him?
“That he was disobedient.”
And what may be said of one who neglects the wishes of others?
“That he is impolite.”
Yes, or ill-bred. If pupils take good care of everything belonging to school, what can be said of them?
“That they are well-bred.”
Subjects for Additional Lessons.
1. Care of books.
2. Economy in using what is furnished by the school.
3. Care in using borrowed articles and in returning them.
4. Only quiet conduct permissible in the school-room at any time.
LESSON 18.
Purpose.—To show how pupils should conduct themselves towards their teacher.
Method.—A short incident related and conclusion drawn.
The Lesson.
One time I heard a mother say to her two boys, “I wish you to do some work for me. There are the chickens to be fed, Henry, and old Doll is waiting for Charles to give her her morning’s meal.” The boys both heard distinctly. This is how Henry’s face looked: round as an apple, eyes bright, a pleasant smile on his lips, and with an “all right, mother,” he started on a run to the barn where the hens were. This is how Charles looked: a long face, eyes dull and sober, a scowl on his forehead, as he moped along to feed old Doll, after being repeatedly told to do so by his mother. Tell me what the first face meant.
“It meant that Henry was the better boy.”
“It meant that he intended to obey his mother.”
“And to do so right off.”
“And in a pleasant way.”
What did the other face mean?
“It meant that Charles did not like to obey.”
“And he intended to take his own time.”
“And he was cross about it.”
Yes, you would know he was ill-natured by the scowl.
What do you say of Henry’s treatment of his mother?
“It was kind and polite.”
Did any of you ever act like Charles? And here in school? If you treat me kindly and politely, how will you show it in one way?
“By obeying you immediately and cheerfully.”
[Chapter VI.]
MANNERS AT HOME.
FIRST TWO YEARS.
Illustrative Lessons.
LESSON 19.
Purpose.—To awaken an interest in home manners.
Method.—A conversation.
The Lesson.
Whom do you love best in all the world?
“Papa and mamma.”
Why do you love them best?
“They are good to us.”
“They take care of us.”
“They love us.”
How ought you to repay them?
“We ought to be kind to them.”
How kind?
“We ought to be kinder to them than to any one else in the world.”
What means about the same thing as kindness?
“Politeness.”
If so, ought you ever to be impolite to them?
“No, Miss B., we ought to be more polite to them than to any one else.”
Note.—A similar lesson on politeness to brothers and sisters may be given here.
LESSON 20.
Purpose.—To specify attentions due to home friends.
Method.—A conversation.
The Lesson.
How ought we to treat everybody?
“Politely.”
Whom should we treat the most politely of any one?
“Our father and mother.”
“And brothers and sisters.”
“And everybody at home.”
When you first see the people at home in the morning, do you ever forget to speak to them?
“Yes, Miss B.”
And what else sometimes happens?
“We look cross.”
“And perhaps we cry.”
Would you like to know how you can always be pleasant and polite to your own home friends in the morning?
“Yes’m.”
I will tell you. There is a little key which you can all have, and if you will not forget to use it, it will always make you pleasant and polite in the morning. It is this: “Good-morning, mamma!” “Good-morning, papa!” and a “Good-morning!” to all who are present. But this must be said in a certain way. Can you tell me how?
“Pleasantly.”
And how should you look when you say it?
“Good-natured.”
“We should smile.”
Yes, a pleasant “Good-morning!” and a smiling face will help to make the whole family happy. I wish you to remember about this key, and shall ask you to learn these words:
“Good-morning! that’s the golden key
That unlocks every day for me.”
Note.—Similar lessons may be given here, closing with the “keys,”
“When evening comes, ‘Good-night!’ I say,
And close the door of each glad day.”
“When friends give anything to me,
I’ll use the little ‘Thank you’ key.”
“‘Excuse me,’ ‘Beg your pardon,’ too,
When by mistake some harm I do.”
“Or, if unkindly wrong I’ve given,
With the ‘Forgive me’ key I’ll be forgiven.”
[Chapter VII.]
MANNERS AT HOME.
SECOND TWO YEARS.
Illustrative Lessons.
LESSON 21.
Purpose.—To specify some polite attentions due to home friends.
Method.—A story told, followed by a conversation.
The Lesson.
I once knew a little girl whom most everybody praised for being polite. Whenever she met people away from home, or whenever there was company at her home, she was very polite to them. She would ask visitors to take the easiest chairs, she would bring a hassock for their feet, she would watch their comfort in every way. She said “Yes, sir,” and “No, Miss B.,” and “Excuse me,” and “I beg your pardon,” and all those polite things. One day when I was the visitor and had been treated very politely by the little girl, I happened to hear her mother ask her to raise the shade. A little while before, she had asked me, in the sweetest manner, if she should lower this same shade for me; but in answer to her mother’s request she frowned and did not move from her chair. Pretty soon her little brother came to her to be amused, but she pushed him away and said: “Go away, Harry, I can’t be bothered with you.” When her father came in tired at night, and asked her to get his slippers for him, she did it in a very ungracious manner.
Those who have something to say of this little girl may raise hands.
“She was not good to her father and mother.”
“Nor to little Harry.”
“She was polite to company.”
“But not to her own people.”
Why should we be polite to our home friends?
“Because they are kind to us, and love us.”
How should we be polite to them?
“We should look out for their comfort.”
“And always speak politely to them.”
(Here lead children to specify courtesies of act and speech. Specially refer to a boy’s polite treatment of his mother.) 320.
Subjects for Additional Lessons.
Special politeness to very old people in the family.
Polite treatment of visitors.
Polite treatment of servants.
Reminders.
1. Be sure to say “Sir?” to your father when he calls your name, and “Yes, sir,” and “No, sir,” in answer to a question. Cheerfully wait upon your father. Never contradict him; mind him quickly.
2. Treat your mother as if she were the queen. Say “Yes, mamma,” or “Yes, mother,” when she calls your name, and “No, mamma,” etc., in answer to her questions. Boys and girls should show their mothers every polite attention due other ladies.
3. “Please” and “Thank you” should be said to servants. 108.
[Chapter VIII.]
MANNERS IN PUBLIC.
FIRST TWO YEARS.
Illustrative Lessons.
LESSON 22.
Purpose.—To show the necessity of good manners in the street.
Method.—An incident related. Pupils allowed to comment.
The Lesson.
The other day, as I was walking on the sidewalk, two or three boys came running down the hill, and nearly pushed me over. They never stopped to ask me to excuse them, but ran on, calling to everyone, “Out of the way!” Some little girls on the other side of the street were laughing very loudly and causing every one to look at them.
What do you say of these boys and girls?
“They were rude.”
“The boys were unkind.”
Ought not boys to run?
“Not against people.”
Ought not little girls to laugh?
“Not loudly in the street.”
Why not?
“Because it is not the custom of well-bred girls.”
How should people act on the street?
“They should give people their share of the walk.”
“They should not cause people to look at them.”
Yes, they should be little ladies and gentlemen on the street. 182.
LESSON 23.
Purpose.—To teach that undue curiosity shown on the street is impolite.
Method.—A story, followed by a conversation.
The Lesson.
Once there was a little boy who was deformed.
Who will tell me what that means?
“It means that he was a hunch-back.”
“Or that he had a queer foot.”
Yes, this poor boy had not feet like yours, and could walk very little without crutches. One day he was taking a walk with his nurse, and was trying to take a few steps without his crutches. Of course it was very hard work for him, and he went very slowly. Some boys were skipping down the hill towards him, and he looked as if he would give all he had in the world if he could skip too. But what do you suppose these boys did as they came near? They stopped still, and stared at the poor little fellow. It made him feel bad, for his cheeks grew red and tears filled his eyes as he hobbled away from them.
What would you have done, John, if you had been one of those boys?
“I would have walked right by without looking.”
“I would have looked at his face, but not at his feet.”
“I would have acted as if he were like other boys.”
Yes, that is the way to do. Think how you would like to be treated if you were in this boy’s place.
Is it the custom of well-bred people to stare at one on the street?
“No, Miss B.”
We will try to remember then——
“Never to stare at people on the street.”
[Chapter IX.]
MANNERS IN PUBLIC.
SECOND TWO YEARS.
Illustrative Lessons.
LESSON 24.
Purpose.—To show the necessity of good manners on the street.
Method.—A conversation.
The Lesson.
Suppose we play taking a walk to-day. Where shall we go, Belle?
“Around the square.”
Very well. You may start now, and Mary and Kate and Jennie may take hold of hands, and as they go along the street they may talk and laugh at the top of their voices. If they meet any one, they need not take any trouble to give up a part of the sidewalk. What do you say, Ned?
“That wouldn’t be right.”
Why not?
“Because it wouldn’t be nice for them to talk loud in the street.”
And you, Harry?
“They ought to let people pass on the sidewalk.”
Oh, I thought I saw some boys the other day who did not do it. Were they wrong?
“Yes’m, they were.”
How should we act in the street?
“We should be quiet.”
“And we should not be selfish and take all the walk.”
Why should our behavior on the street be good?
“Because many people see us there, and notice if it is not good.”