No. 7. HOW TO TEACH MANNERS IN THE SCHOOL-ROOM. By MRS. JULIA M. DEWEY, METHOD AND CRITIC TEACHER IN THE PUBLIC SCHOOLS OF RUtland, Vt.; "Who misses or who wins the prize? Go, lose or conquer, as you can; But if you fail, or if you rise, Be each, pray God, a gentleman.' -Epilogue to Dr. Birch and his Pupils. NEW YORK AND CHICAGO: E. L. KELLOGG & CO. INTRODUCTION, Importance of the definite teaching of manners. Children are close imitators; they will learn some kind of manners, and one who teaches positively or emphatically (or contrariwise) may often see a miniature of himself in his young pupil. With this truth in mind one can hardly attach too much importance to punctilious politeness on the teacher's part in his intercourse with pupils. But however polite a teacher may be, the informal or unconscious teaching of manners is not enough. The school-room does not afford opportunity to exemplify all the necessary practices in good manners, and there is no other way but to teach the various requirements of an accepted code with reference to actual examples that may present themselves at any time in life. It is to be remembered that many children have no opportunity of obtaining a knowledge of good manners, either by practice or precept, except as it is afforded by the schools. And as habits formed in childhood are the most enduring, a lack of early training in good manners will show itself as long as life lasts. Many other reasons weigh in favor of the definite teaching of manners, one of which is, if courtesy is demanded of pupils. The underlying principles of courtesy should be in |