Chapter V.

_MANNERS IN SCHOOL._

SECOND TWO YEARS.

ILLUSTRATIVE LESSONS.

LESSON 13.

=Purpose.=--To show the necessity of good manners in school.

=Method.=--A suggestive incident related, followed by a conversation.

_The Lesson._

One time a little girl whom I knew had a birth-day party, and I was invited. I went, and saw many little girls and boys wearing their best clothes, their brightest faces, and pleasantest smiles. They also had brought the best of something else. Do you know what?

“Their best manners.”

Yes. These same boys and girls were in my school, and as I saw how lovely they could be at a party, it made me wish something. Do you know what?

“That they would be so in school.”

What difference would it make?

“It would make the school pleasanter.”

“It would make it better.”

I wish you would all think what politeness in school would lead you to do.

“We should be kind to you.”

“We should mind you.”

And then you would be what kind of pupils?

“Obedient.”

Yes. What else would you do?

“Learn our lessons.”

What kind of pupils would you be?

“Diligent pupils.”

“Industrious pupils.”

If you are obedient and industrious all day, how would you feel when school closed?

“Happy.”

How many think it will pay to be polite in school? How many will try?

If we study and practise good manners here, how will it be in other places?

“Our manners will be good.”

Give two reasons why our school manners should be good.

“Good manners help to make a pleasant school.”

“Good manners studied and practised in school aid in their practice elsewhere.”

_Note._--Terms obedient, diligent, etc., are supposed to have been given in moral lessons.

LESSON 14.

=Purpose.=--To show that regularity of attendance at school is a sign of good manners.

=Method.=--A conversation.

_The Lesson._

When I called the roll this morning, did every one answer to his name?

“No, Miss B., some were not here.”

Why do you suppose they were not here?

“Perhaps they were sick.”

“Perhaps they had to work.”

“Perhaps they had gone away on a visit.”

“Perhaps they did not wish to come.”

How many reasons does that make?

“Four.”

How many good reasons?

“Two.”

What are the poor reasons?

“That they are away on a visit.”

“That they do not wish to come.”

What do you say of children who often stay away from school.

“That they are not steady in coming.”

Yes, or that their attendance is not regular. Tell me how many people wish you to be regular in your attendance at school.

“You do, because we lose our lessons if we stay away.”

“And our school-mates, because they have to wait for us to make up lost lessons.”

“And our parents, and all good people who know us, because they wish us to learn.”

“We all wish our school to have a good name.”

Then what do you think of an absence that can be helped?

“It is unkind.”

“It is impolite.”

LESSON 15.

=Purpose.=--To show that punctuality of attendance is a sign of good manners.

=Method.=--A story followed by a conversation.

_The Lesson._

I once knew a little girl with blue eyes and rosy cheeks and lovely golden hair. Everybody loved her because she was so sweet and loving and kind. But even this dear little girl had some faults, and one was in putting off whatever she had to do.

When her mamma would say, “Bessie, it is time to start for school,” she would answer sweetly, “Yes, mamma, I shall go in a minute,” but the minutes would fly and Bessie would not start. Of course she was often late. What trouble did she cause by her tardiness?

“She had a tardy mark against her name, and spoiled the record of the school.”

“She displeased her mamma.”

“And her teacher.”

“She disturbed the class by going in late.”

Then, even if she were a very nice little girl in most things, what did this show her to be?

“Selfish and unkind and impolite.”

Why?

“Because she made others unhappy.”

What do you say of one who is always at school on time?

“We say he is punctual.”

What is one way by which politeness in school can be shown?

“By punctuality.”

LESSON 16.

=Purpose.=--To show that cleanliness is one sign of good manners.

=Method.=--A conversation.

_The Lesson._

Suppose a boy should come to school with his face and hands unwashed and his hair uncombed, what would you say of him?

“That he was not nice.”

How would you feel toward him?

“We should not like to look at him.”

“Nor sit beside him.”

“Nor touch him.”

What do you say of people whom you do not wish to see or touch?

“They are disagreeable.”

What must people expect when they make themselves disagreeable?

“That they will not be liked.”

If they show so little care for the good opinion of others, what may be said of them?

“That they are disrespectful.”

And if they are disrespectful?

“They are impolite.”

Then how can pupils show politeness to teacher and school-mates?

“By being clean and tidy.”

LESSON 17.

=Purpose.=--To show that care for school belongings is a sign of good manners.

=Method.=--A conversation.

_The Lesson._

Think just two minutes of the question I am about to ask you, and then, if you have something to say, raise hands. How can we keep our school-rooms, school-buildings, and school-grounds in good order? You may begin with our room, Mary.

“When it is muddy we must clean our shoes on the mat before we come in.”

“We must not throw things on the floor.”

“We must keep things in their places.”

“We must not mark the desks.”

“Nor the wall.”

How is it with the steps, or piazzas, or the halls?

“We must take the same care of them as of the inside.”

What of the yard?

“We must not throw papers or anything else in it.”

“Nor trample down the grass.”

“Except on the playground.”

Suppose, instead of taking care of things in this way, some boy should carelessly throw things about, mar the furniture, or trample down the grass?

“He would be a bad boy.”

“Nobody would like him.”

“If he kept doing it, perhaps he would be sent home.”

If he kept doing it when he knew better, and when he was told not to, what would you say of him?

“That he was disobedient.”

And what may be said of one who neglects the wishes of others?

“That he is impolite.”

Yes, or ill-bred. If pupils take good care of everything belonging to school, what can be said of them?

“That they are well-bred.”

SUBJECTS FOR ADDITIONAL LESSONS.

1. Care of books.

2. Economy in using what is furnished by the school.

3. Care in using borrowed articles and in returning them.

4. Only quiet conduct permissible in the school-room at any time.

LESSON 18.

=Purpose.=--To show how pupils should conduct themselves towards their teacher.

=Method.=--A short incident related and conclusion drawn.

_The Lesson._

One time I heard a mother say to her two boys, “I wish you to do some work for me. There are the chickens to be fed, Henry, and old Doll is waiting for Charles to give her her morning’s meal.” The boys both heard distinctly. This is how Henry’s face looked: round as an apple, eyes bright, a pleasant smile on his lips, and with an “all right, mother,” he started on a run to the barn where the hens were. This is how Charles looked: a long face, eyes dull and sober, a scowl on his forehead, as he moped along to feed old Doll, after being repeatedly told to do so by his mother. Tell me what the first face meant.

“It meant that Henry was the better boy.”

“It meant that he intended to obey his mother.”

“And to do so right off.”

“And in a pleasant way.”

What did the other face mean?

“It meant that Charles did not like to obey.”

“And he intended to take his own time.”

“And he was cross about it.”

Yes, you would know he was ill-natured by the scowl.

What do you say of Henry’s treatment of his mother?

“It was kind and polite.”

Did any of you ever act like Charles? And here in school? If you treat me kindly and politely, how will you show it in one way?

“By obeying you immediately and cheerfully.”