Information.-School laws, like the laws of every community, are necessary to promote the welfare of all, and of course each pupil is under a moral and legal obligation to render them obedience. It can not, as was said of civil government, be left to the discretion of any one to obey, since the good alone would do their duty. As in the civil court,

it frequently happens that information or testimony is necessary to be given in reference to those who transgress the laws. The office of a witness is by no means a pleasant one, and yet the giving of testimony is often a necessary obligation.

All the principles involved in Chapters XI, XII, and XIII, have their application in the school, and no one can study them too closely, or practice them too carefully.

The voluntary informer.-By the municipal law, no one is obliged to criminate himself, but the moral law requires an offender frankly to acknowledge his wrong, and to make whatever reparation is necessary to atone for the offense. No honorable pupil will keep silence when his own misdemeanors are the occasion of injury to the good name of any individual, or to the school. It is unjust and cruel that the reputation of a teacher or pupil should suffer by the unwillingness of the real offender to step manfully forth to relieve the innocent party.

There are circumstances in which the voluntary giving of information against others is not only a right, but a duty. If there is a persistent determination manifested by any one to injure, annoy, and insult any person in the school, or out of it, he should be reported, upon the same principle that a cross dog should not be permitted to wrong unoffending people. If any one is guilty of grossly immoral practices,

What are school laws for? Should they be obeyed? What is the duty of good citizens when the laws are defied? May a man justly inform on a burglar, an incendiary, or a horse-thief? May a pupil justly inform on a liar, a thief, or a libertine in school? Review Chapters XI, XII, and XIII, and apply the principles to the school. When is it a duty for one pupil to inform on another?

involving himself and others disgracefully, it should be made known to the teacher, upon the same principle that a man having the small-pox should be prevented from spreading the contagion. If the property of the school is defaced or destroyed, it is the duty of the lovers of order to make the offender known, upon the same principle that every good citizen is interested to arrest and punish the burglar and the incendiary. These are outrages that demand the intervention of justice; and yet there are breaches of school discipline which are not of sufficient importance to justify a voluntary information. These should be left to the discretion of the teacher.

The tattler.-A mere tattler or busybody, who tells the faults of another for the love of gossip, or for the pleasure derived from his punishment, is simply despicable. No more contemptible and dishonorable person exists than he who, through envy, jealousy, or malice, would derive pleasure from another's pain and mortification. The tattler has no good motive, and is entirely unworthy of respect and confidence. A very important distinction should be made between the tattler, who gives information from mean and unworthy motives, and the informer, who is actuated by a desire to do good or prevent wrong. The former deserves the contempt of the good, whilst the latter is worthy of the commendation and regard of every one who appreciates an action done for the benefit of individuals or of the school.

If this distinction is clearly understood, and carefully observed, no one need incur the opprobrious title of tattler while engaged in the discharge of his duty. It is written, "Woe unto you, when all men shall speak well of you." If personal popularity, however desirable it may appear, is

Should a man with small-pox be permitted to give the contagion to others? Why? How should this principle apply to one who is morally diseased? What is a tattler? What distinction should be made between the mere tattler and the informer, as spoken of? Why should the moral sentiment of the school despise and condemn the tattler?

to be gained by neglecting the discharge of obvious duty, or by doing what we know to be wrong, it costs more than it is worth. The satisfaction of one's conscience, and the approval of the good, are more to be desired than the praise of the thoughtless or vicious.

It may be urged that the giving of information would be a violation of the "golden rule," and, consequently, wrong. This beautiful moral law was never meant to be a shield for the perpetrators of wrong. It would be a wicked perversion of its spirit that would prevent the exposure of vice and crime, because the informer might possibly, at some future time, be guilty of the same offense. This rule only applies to actions that are right, and it is only in the performance of such actions that we are required "to do as we would be done by."

The involuntary informer.-It is the duty of the teacher to investigate carefully all charges which affect the interests of the school and the welfare of his pupils. To do this successfully, he may with propriety call upon the pupils to give him such information as they possess; and it is their duty to tell the truth, frankly and fully, and not to attempt by any indirection or evasion to conceal it. It may be unpleasant and mortifying to tell, and yet the interests of the school demand "the truth, the whole truth, and nothing but the truth." When it is a recognized principle of honor that every pupil will tell the truth when called upon, the perpetrators of mischief and the violators of law will soon desist from their evil courses, and the school will become what it should ever be-the model of good society.

What is the duty of every one when called upon to give information? What would be the effect if it is understood that every pupil will tell the truth when called upon? Does the golden rule mean that if you lie for me I ought to lie for you? What does it mean?

PART III.

SOCIAL LAW, OR POLITENESS.

CHAPTER XXXI.

CLEANLINESS.

Social law may be defined as a rule of action prescribed by good society, commanding what is right and prohibiting what is wrong in the intercourse of its members.

This law is sometimes known under the name of politeness, and is based upon the principles of the moral law. The "golden rule" is the governing motive of good society, influencing all its thoughts, modifying all its speech, and controlling all its actions. True politeness requires that we shall exercise our faculties to secure the approbation, and, if possible, the admiration of all with whom we come in contact. Good manners are habits of mind and body, derived from right thinking and acting; such thinking and acting as shall afford us the greatest happiness, and at the same time preserve the rights and feelings of our neighbor. These habits are acquired by observation and study, and by association with persons of refined taste and elegant culture.

The neglect to learn and practice the rules prescribed by good society for the regulation of social intercourse brings

To what docs Part I refer? What is the subject of Part II? What of Part III? Define social law. What is it sometimes called? What is true politeness based on? What does it require? What are good manners derived from? How are they acquired? What punishment applies to those who violate the social laws? (175)

with it its own punishment. Those who are rough, coarse, and vulgar do not merit the respect of well-bred people, much less can they command any good social influence. It is the duty of every one to gain friends by making the best impressions possible, provided it can be done without any sacrifice of principle or honor.

We shall endeavor in the following pages to give such rules of action as will enable the young to enter good society, with pleasure to themselves and satisfaction to their friends; and yet we do not claim to have exhausted the subject. Sufficient will be presented for the consideration of young people to enable them, by a proper use of their faculties, to appear to advantage among persons of refinement and culture.

First impressions.-The following incident, taken from the "Little Corporal," is very suggestive of the importance of trying to make pleasing impressions:

"A gentleman advertised for a boy to assist him in his office, and nearly fifty applicants presented themselves to him. Out of the whole number, he, in a short time, selected one, and dismissed the rest.

"I should like to know,' said a friend, ' on what ground you selected that boy, who had not a single recommendation?'

"You are mistaken,' said the gentleman, he had a great many. He wiped his feet when he came in, and closed the door after him, showing that he was careful. He gave up his seat instantly to that lame, old man, showing he was kind and thoughtful. He took off his cap when he came in, and answered my questions promptly and respectfully, showing he was polite and gentlemanly. He picked up the book which I had purposely laid on the floor, and

What is the duty of every one in society? Give the anecdote. How many reasons were there why that boy should have been preferred? Tell the allusion to his feet, the door, the old man, his cap, his answers, the book, his waiting, his clothes,

his hair, his teeth, his nails.