f you do now, sincerely and resolutely, determine to do
so. You have formed the habit of sin, and the habit will not be easily
overcome. But I have detained you long enough now. I will try to devise
some method, by which you may carry your plan into effect, and to-morrow
I wilt tell you what it is."

So they were dismissed for the day. The pleasant countenance and
cheerful tone of the teacher conveying to them the impression, that they
were engaging in the common effort to accomplish a most desirable
purpose, in which they were to receive the teacher's help; not that he
was pursuing them, with threatening and punishment, into the forbidden
practice into which they had wickedly strayed. Great caution is however,
in such a case, necessary, to guard against the danger, that the
teacher, in attempting to avoid the tones of irritation and anger,
should so speak of the sin, as to blunt their sense of its guilt, and
lull their consciences into a slumber.

At the appointed time, on the following day, the subject was again
brought before the school, and some plans proposed, by which the
resolutions now formed, might be more certainly kept. These plans were
readily and cheerfully adopted by the boys, and in a short time, the
vice of profaneness was, in a great degree, banished from the school.
This whole account is substantially fact.

I hope the reader will keep in mind the object of the above
illustration, which is to show, that it is the true policy of the
teacher, not to waste his time and strength, in contending against _such
accidental instances_ of transgression, as may chance to fall under his
notice, but to take an enlarged and extended view of the whole ground,
endeavoring to remove _whole classes of faults_,--to elevate and improve
_multitudes, together_.

By these means, his labors will not only be more effectual, but far more
pleasant. You cannot come into collision with an individual scholar, to
punish him for a mischievous spirit, or even to rebuke him for some
single act, by which he has given you trouble, without an uncomfortable
and uneasy feeling, which makes, in ordinary cases, the discipline of a
school, the most unpleasant part of a teacher's duty. But you can plan a
campaign against a whole class of faults, and put into operation a
system of measures to correct them, and watch from day to day the
operation of that system, with all the spirit and interest of a game. It
is in fact a game, where your ingen