ld be
displeasing to his parents, and he sets a bad example. He does wrong,
therefore, and justly deserves punishment."

There were, of course, many boys who felt that they were in danger.
Every one who had used profane language was aware that he might be the
one who had been overheard, and, of course, all were deeply interested
in what the teacher was saying.

"He might, I say," continued the teacher, "justly be punished; but I am
not going to punish him; for if I should, I am afraid that it would only
make him a little more careful hereafter not to commit this sin when I
could possibly be within hearing, instead of persuading him, as I wish
to, to avoid such a sin in future altogether. I am satisfied that that
boy would be far happier, even in this world, if he would make it a
principle always to do his duty, and never, in any case, to do wrong.
And then, when I think how soon he and all of us will be in another
world, where we shall all be judged for what we do here, I feel strongly
desirous of persuading him to abandon entirely this practice. I am
afraid that punishing him now would not do that.

"Besides," continues the teacher, "I think it very probable that there
are many other boys in this school who are sometimes guilty of this
fault, and I have thought that it would be a great deal better and
happier for us all if, instead of punishing this particular boy whom I
have accidentally overheard, and who probably is not more to blame than
many other boys in school, I should bring up the whole subject, and
endeavor to persuade all the boys to reform."

I am aware that there are, unfortunately, in our country a great many
teachers from whose lips such an appeal as this would be wholly in vain.
The man who is accustomed to scold, and storm, and punish with unsparing
severity every transgression, under the influence of irritation and
anger, must not expect that he can win over his pupils to confidence in
him and to the principles of duty by a word. But such an appeal will not
be lost when it comes from a man whose daily and habitual management
corresponds with it. But to return to the story:

The teacher made some farther remarks, explaining the nature of the sin,
not in the language of execration and affected abhorrence, but calmly,
temperately, and without any disposition to make the worst of the
occurrence which had taken place. In concluding what he said, he
addressed the boys as follows:

"Now, boys, the que