or example, brings him a sum in arithmetic, which he does
not know how to perform. This may be the case with a most excellent
teacher,--and one well qualified for his business. In order to be
successful as a teacher, it is not necessary to understand every thing.
Instead, however, of saying frankly, I do not understand that example, I
will look at it and examine it, he looks at it embarrassed and
perplexed, not knowing how he shall escape the exposure of his
ignorance. His first thought is, to give some general directions to the
pupil, and send him to his seat to make a new experiment, hoping that in
some way or other, he scarcely knows how, he will get through; and, at
any rate, if he does not, the teacher at least gains time by
manoeuvre, and 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 cannot answer, or brings you a difficulty which you
cannot 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, cannot 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