ould not, the
teacher thinks that he himself at least gains time by the manoeuvre, and
he is glad to postpone his trouble, though he knows it must soon return.

All efforts to conceal ignorance, and all affectation of knowledge not
possessed, are as unwise as they are dishonest. If a scholar asks a
question which you can not answer, or brings you a difficulty which you
can not solve, say frankly, "I do not know." It is the only way to avoid
continual anxiety and irritation, and the surest means of securing real
respect. Let the scholars understand that the superiority of the teacher
does not consist in his infallibility, or in his universal acquisitions,
but in a well-balanced mind, where the boundary between knowledge and
ignorance is distinctly marked; in a strong desire to go forward in
mental improvement, and in fixed principles of action and systematic
habits. You may even take up in school a study entirely new to you, and
have it understood at the outset that you know no more of it than the
class commencing, but that you can be their guide on account of the
superior maturity and discipline of your powers, and the comparative
ease with which you can meet and overcome difficulties. This is the
understanding which ought always to exist between master and scholars.
The fact that the teacher does not know every thing can not long be
concealed if he tries to conceal it, and in this, as in every other
case, HONESTY IS THE BEST POLICY.

CHAPTER IV.

MORAL DISCIPLINE.

Under the title which I have placed at the head of this chapter I intend
to discuss the methods by which the teacher is to secure a moral
ascendency over his pupils, so that he may lead them to do what is
right, and bring them back to duty when they do what is wrong. I shall
use, in what I have to say, a very plain and familiar style; and as very
much depends not only on the general principles by which the teacher is
actuated, but also on the tone and manner in which, in cases of
discipline, he addresses his pupils, I shall describe particular cases,
real and imaginary, because by this method I can better illustrate the
course to be pursued. I shall also present and illustrate the various
principles which I consider important, and in the order in which they
occur to my mind.

1. The first duty, then, of the teacher when he enters his school is to
beware of the danger of making an unfavorable impression at first upon
his pupils. Many years ago,