Another means of securing the personal attachment of boys is to notice them, to take an interest in their pursuits, and the qualities and powers which they value in one another. It is astonishing what an influence is exerted by such little circumstances as stopping at a play-ground a moment to notice with interest, though perhaps without saying a word, speed of running, or exactness of aim, the force with which a ball is struck, or the dexterity with which it is caught or thrown. The teacher must, indeed, in all his intercourse with his pupils, never forget his station, nor allow them to lay aside the respect, without which authority can not be maintained. But he may be, notwithstanding this, on the most intimate and familiar footing with them all. He may take a strong and open interest in all their enjoyments, and thus awaken on their part a personal attachment to himself, which will exert over them a constant and powerful control.
(3.) The efforts described under the last head for gaining a personal influence over those who, from their disposition and character, are most in danger of doing wrong, will not be sufficient entirely to prevent transgression. Cases of deliberate, intentional wrong will occur, and the question will rise, What is the duty of the teacher in such an emergency? When such cases occur, the course to be taken is, first of all, to come to a distinct understanding on the subject with the guilty individual. Think of the case calmly, until you have obtained just and clear ideas of it. Endeavor to understand precisely in what the guilt of it consists. Notice every palliating circumstance, and take as favorable a view of the thing as you can, while, at the same time, you fix most firmly in your mind the determination to put a stop to it. Then go to the individual, and lay the subject before him, for the purpose of understanding distinctly from his own lips what he intends to do. I can, however, as usual, explain more fully what I mean by describing a particular case, substantially true.
The teacher of a school observed himself, and learned from several quarters, that a certain boy was in the habit of causing disturbance during time of prayer, at the opening and close of school, by whispering, playing, making gestures to the other boys, and throwing things about from seat to seat. The teacher's first step was to speak of the subject generally before the whole school, not alluding, however, to any particular instance which had come under his notice. These general remarks produced, as he expected, but little effect.
He waited for some days, and the difficulty still continued. Had the irregularity been very great, it would have been necessary to have taken more immediate measures, but he thought the case admitted of a little delay. In the mean time, he took pains to cultivate the acquaintance of the boy, to discover, and to show that he noticed, what was good in his character and conduct, occasionally to ask some assistance from him, and thus to gain some personal ascendency over him.
One day, when every thing had gone smoothly and prosperously, the teacher told the boy, at the close of the school, that he wished to talk with him a little, and asked him to walk home with him. It was not uncommon for the teacher to associate thus with his pupils out of school, and this request, accordingly, attracted no special attention. On the walk the teacher thus accosted the criminal:
"Do you like frank, open dealing, James?"
James hesitated a moment, and then answered, faintly,
"Yes, sir."
"Most boys do, and I do, and I supposed that you would prefer being treated in that way. Do you?"
"Yes, sir."