teacher should meet his scholars first
in an unofficial capacity. For this purpose repair to the school-room,
on the first day, at an early hour, so as to see and become acquainted
with the scholars as they come in, one by one. The intercourse between
teacher and pupil should be like that between parents and children,
where the utmost freedom is united with the most perfect respect. The
father who is most firm and decisive in his family government, can
mingle most freely in the conversation and sports of his children
without any derogation of his authority, or diminution of the respect
they owe. Young teachers, however, are prone to forget this, and to
imagine that they must assume an appearance of stern authority, always,
when in the presence of their scholars, if they wish to be respected or
obeyed. This they call keeping up their dignity. Accordingly they wait,
on the morning of their induction into office, until their new subjects
are all assembled, and then walk in with an air of the highest dignity,
and with the step of a king. And sometimes a formidable instrument of
discipline is carried in the hand to heighten the impression. Now there
is no question that it is of great importance that scholars should have
a high idea of the teacher's firmness and inflexible decision in
maintaining his authority and repressing all disorder of every kind. But
this impression should be created by their seeing how he _acts_, in the
various emergencies which will spontaneously occur, and not by assumed
airs of importance or dignity, feigned for effect. In other words, their
respect for him should be based on _real traits_ of character, as they
see them brought out into natural action, and not on appearances assumed
for the occasion.

It seems to me, therefore, that it is best for the teacher first to meet
his scholars with the air and tone of free and familiar intercourse, and
he will find his opportunity more favorable for doing this, if he goes
early, on the first morning of his labors, and converses freely with
those whom he finds there, and with others as they come in. He may take
an interest with them in all the little arrangements connected with the
opening of the school. The building of the fire, the paths through the
snow, the arrangements of seats, calling upon them for information or
aid, asking their names, and, in a word, entering fully and freely into
conversation with them, just as a parent, under similar circumstances