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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..b0a590a --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #54495 (https://www.gutenberg.org/ebooks/54495) diff --git a/old/54495-0.txt b/old/54495-0.txt deleted file mode 100644 index c44804e..0000000 --- a/old/54495-0.txt +++ /dev/null @@ -1,4428 +0,0 @@ -The Project Gutenberg EBook of How to Teach Manners in the School-room, by -Julia M. Dewey - -This eBook is for the use of anyone anywhere in the United States and most -other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - -Title: How to Teach Manners in the School-room - -Author: Julia M. Dewey - -Release Date: April 7, 2017 [EBook #54495] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK HOW--TEACH MANNERS--SCHOOL-ROOM *** - - - - -Produced by MFR, John Campbell and the Online Distributed -Proofreading Team at http://www.pgdp.net (This file was -produced from images generously made available by The -Internet Archive) - - - - - - - - - - TRANSCRIBER’S NOTE - - Italic text is denoted by _underscores_. - - Bold text is denoted by =equal signs=. - - Some minor changes are noted at the end of the book. - - - - - HOW TO TEACH MANNERS - IN THE SCHOOL-ROOM. - - - BY MRS. JULIA M. DEWEY, - - METHOD AND CRITIC TEACHER IN THE PUBLIC SCHOOLS OF RUTLAND, VT.; - FORMERLY SUPT. OF SCHOOLS, HOOSIC FALLS, N. Y. - - - “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._ - - -[Illustration: (Publisher’s colophon)] - - THE A. S. BARNES COMPANY - NEW YORK AND CHICAGO - - - - - COPYRIGHT, 1888 - E. L. KELLOGG & CO. - NEW YORK - - - - -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 inculcated, that -children may know it is more than an empty show. - -Children need to learn the definite language courtesy employs. This -to many children is a new language, and can only be accomplished by -definite teaching. Beside, if manners are considered of sufficient -importance to be counted a regular part of the school, they will -attract much more importance. Accompanying this by observance on -the part of teacher, the pupil acquires a valuable knowledge. - -Good manners ever prove an invaluable aid in doing away with -many of the unpleasantnesses of school-life. Courtesy of manner -under all circumstances means great self-control, and a lack of -self-control in teacher or pupil is the origin of most misdemeanors -in school. Aside from the benefits to be derived in the -school-room, gentle manners help one on in the world wonderfully. -They are more powerful in many cases than their other knowledge. -“All doors fly open to the one who possesses them.” - -“Manners are the shadows of great virtues.”--_Whately._ “High -thoughts seated in a heart of courtesy.”--_Sir Philip Sidney._ -Mr. Calvert says: “A gentleman is never unduly familiar; takes -no liberties; is chary of questions; is neither artificial nor -affected; is as little obtrusive upon the mind or feelings of -others as on their persons; bears himself tenderly toward the weak -and unprotected; is not arrogant; cannot be supercilious; can be -self-denying without struggle; is not vain of his advantages; -habitually subordinates his lower to his higher self; is, in his -best condition, electric with truth, buoyant with veracity.” - -_In a right conception of good breeding the moral element -predominates._ With this idea in view, no one should attempt to -instruct in good manners who has not the ability to instil into -the minds of children its _fundamental principles_. True courtesy -implies strict honor, self-possession, forbearance, generous and -refined feeling, all culminating in a polished deportment. - -When teachers consider manners in this high sense, and teach them -accordingly, they give their pupils that which will bring them -much more happiness in life than any amount of knowledge teaching -without it. - - -AIM OF THIS WORK. - -1. To furnish material for lessons in manners suitable to be taught -in the schools, and adapted to different grades of pupils. - -2. To furnish illustrative lessons showing the main lines of -thought to be pursued, the length of the lesson, and the simplicity -of method to be employed. - -3. To impress both teachers and pupils with a need of the knowledge -of good manners. - - - - -“A _gentleman_ can have no better watchword than that sung at -Bethlehem: ‘Peace on earth, good will to men.’ - - “Come wealth or want, come good or ill. - Let old and young accept their part, - And bow before the awful will, - And bear it with an honest heart. - - “Who misses or who wins the prize, - Go, lose or conquer as you can; - But if you fall, or if you rise, - Be each, pray God, a gentleman. - - “A gentleman, or old or young! - (Bear kindly with my humble lay.) - The sacred chorus first was sung - Upon the first of Christmas days. - - “The shepherds heard it overhead; - The Joyful angels raised it then: - Glory to God on high, it said, - And peace on earth to gentle--men.” - - --_Epilogue to Dr. Birch and his Young Friends._ - - T. T. MUNGER in “On the Threshold.” - - - - -CONTENTS. - - - PAGE - - INTRODUCTION, 3 - - Importance of the definite teaching of manners, 3 - - The underlying principles of good manners, 3 - - Aim of the work, 5 - - - _CHAPTER I._ - - General directions for teaching manners, 13 - - Special directions to teachers, 15 - - Practical training in manners 18 - - - _CHAPTER II._ - - LESSONS ON MANNERS. FOR THE YOUNGEST PUPILS. - - Lesson 1. Awakening an interest in manners in general, 21 - - 2. Kindness an element of politeness, 22 - - 3. Seeking the happiness of others an element of good - manners, 23 - - - _CHAPTER III._ - - LESSONS ON MANNERS. SECOND TWO YEARS. - - Lesson 4. Kindness and unselfishness two underlying principles - of good manners, 25 - - 5. To follow the example of the best people a reason - for cultivating good manners, 26 - - 6. Gaining the esteem of others a reason for cultivating - good manners, 28 - - - _CHAPTER IV._ - - MANNERS IN SCHOOL. FIRST TWO YEARS. - - _Illustrative Lessons._ - - Lesson 7. The necessity of good manners in school, 29 - - 8. Regularity of attendance at school is a mark of - good manners, 30 - - 9. Punctuality of attendance at school is a sign of - good manners, 31 - - 10. Cleanliness is one sign of good manners in school, 33 - - 11. Care in keeping the school-room clean is a sign of - good manners, 34 - - _Subjects for Additional Lessons._ - - 1. Care of school-furniture, 35 - - 2. Care of halls, piazzas, walls, 35 - - 3. Care of school-grounds, 35 - - 4. Care of books, 35 - - 5. Economy in using what is furnished by the school, 35 - - 6. Care in using and returning borrowed articles, 35 - - 7. Quiet conduct in the school-room at all times, 35 - - Lesson 12. How pupils should conduct themselves toward - their teachers, 35 - - _Subjects for Additional Lessons._ - - 1. Rendering assistance to teachers, 36 - - 2. Care in not interrupting a teacher, 36 - - 3. Kind treatment of school-mates, 36 - - 4. Respectful treatment of the janitor, 36 - - 5. Respectful treatment of visitors, 36 - - 6. Respectful treatment of those who address the school, 36 - - - _CHAPTER V._ - - MANNERS IN SCHOOL. SECOND TWO YEARS. - - _Illustrative Lessons._ - - Lesson 13. The necessity of good manners in school, 37 - - 14. Regularity of attendance at school is a sign of - good manners, 38 - - 15. Punctuality of attendance at school is the sign of - good manners, 40 - - 16. Cleanliness is one sign of good manners, 41 - - 17. Care for school-belongings is a sign of good manners, 42 - - _Subjects for Additional Lessons._ - - 1. Care of books, 43 - - 2. Economy in using what is furnished by the school, 43 - - 3. Care in using and returning borrowed articles, 43 - - 4. Quiet conduct in the school-room at all times, 43 - - Lesson 18. How pupils should conduct themselves toward - their teacher, 43 - - - _CHAPTER VI._ - - MANNERS AT HOME. FIRST TWO YEARS. - - _Illustrative Lessons._ - - Lesson 19. Awakening an interest in home manners, 45 - - 20. The attention due to home friends, 46 - - “Keys” suggested for additional lessons, 47 - - - _CHAPTER VII._ - - MANNERS AT HOME. SECOND TWO YEARS. - - _Illustrative Lessons._ - - Lesson 21. The polite attentions due to home friends, 48 - - _Subjects for additional lessons._ - - 1. Special politeness to very old people in the family, 49 - - 2. Polite treatment of visitors, 49 - - 3. Polite treatment of servants, 49 - - Reminders, 49 - - - _CHAPTER VIII._ - - MANNERS IN PUBLIC. FIRST TWO YEARS. - - _Illustrative Lessons._ - - Lesson 22. The necessity of good manners in the street, 51 - - 23. Undue curiosity shown in the street is impolite, 52 - - - _CHAPTER IX._ - - MANNERS IN PUBLIC. SECOND TWO YEARS. - - _Illustrative Lesson._ - - Lesson 24. The necessity of good manners in the street, 54 - - _Subjects for Additional Lessons for Both Grades._ - - 1. Polite attention toward elderly people on the street, 55 - - 2. Polite attention towards strangers who make inquiries, 55 - - 3. Church manners, 55 - - 4. Manners at places of entertainment, 55 - - - _CHAPTER X._ - - TABLE MANNERS. FIRST TWO YEARS. - - _Illustrative Lessons._ - - Lesson 25. The necessity of good table manners, 56 - - 26. Punctuality at the table is desirable, 57 - - 27. Polite attention is specially due the lady of the - house, 58 - - 28. Selfishness at the table is a sign of bad manners, 59 - - 29. Some forms of polite expressions used at table, 60 - - - _CHAPTER XI._ - - TABLE MANNERS. SECOND TWO YEARS. - - _Illustrative Lessons._ - - Lesson 30. The necessity of good table manners, 61 - - 31. The deference due the lady of the house at table, 62 - - 32. Some polite usages at table, 63 - - _Subjects for Additional Lessons for Both Grades._ - - 1. Use of fork and spoon, with practical illustrations, 63 - - 2. Impoliteness of rapid eating, 63 - - - _CHAPTER XII._ - - LESSON ON MANNERS. FOR ADVANCED PUPILS. - - Lesson 1. To suggest the underlying principles of good manners, 64 - - - _CHAPTER XIII._ - - MANNERS IN SCHOOL. - - Lesson 2. The necessity of good manners in school, 66 - - 3. Regularity and punctuality of attendance are signs - of good manners, 67 - - 4. Cleanliness is one sign of good manners in school, 67 - - 5. Care for school-belongings is a sign of good manners, 68 - - 6. How pupils should conduct themselves toward their - teacher, 69 - - Subjects for additional lessons, 71 - - Reminders, 71 - - - _CHAPTER XIV._ - - PERSONAL HABITS. - - Lesson 7. The necessity of attention to personal habits, 73 - - Suggestions for instruction relating to personal habits, 74 - - - _CHAPTER XV._ - - MANNERS IN PUBLIC. - - Lesson 8. Some particulars of street manners, 76 - - Suggestions for further instructions, 77 - - Reminders, 78 - - - _CHAPTER XVI._ - - TABLE MANNERS. - - Lesson 9. The importance of good table manners, 81 - - Subjects for additional lessons, 82 - - Reminders, 82 - - - _CHAPTER XVII._ - - MANNERS IN SOCIETY. - - Suggestions for lessons, 85 - - Reminders, 87 - - - _CHAPTER XVIII._ - - MISCELLANEOUS ITEMS. - - Miscellaneous items, 90 - - Suggestive stories, fables, anecdotes, and poems, 91 - - 1. Little Jack. - 2. The Boy and the Sparrows. - 3. The Unhappy Boy. - 4. Which was the Gentleman? - 5. The Elder Brother. - 6. The Gnat and the Bull. - 7. A Real Lady. - 8. Cautions. - 9. Letter of Recommendation. - 10. A Gentlemanly Lad. - 11. A Series of Don’ts. - 12. Family Intercourse. - 13. The Drum and the Vase of Sweet Herbs. - 14. Love. - 15. Treatment of the Aged. - 16. Civility to Strangers. - 17. A Good rule. - 18. Character. - 19. Honor. - 20. Consideration for Others. - 21. Truthfulness. - 22. Delicacy. - - MEMORY GEMS, 102 - - - - -HOW TO TEACH MANNERS IN THE SCHOOL-ROOM. - - - - -Chapter I. - -_GENERAL DIRECTIONS FOR TEACHING MANNERS._ - - -=1.= In teaching manners to young children there is no better -example to be followed than that of a careful mother, who takes -advantage of incidents of every-day life to impress a truth upon -the mind of her child. By such means the ideal standard is kept -in close relation to the child’s conduct until it is taken up and -assimilated into his nature. For this reason it is better to begin -the definite teaching of manners with reference to the school, -and as far as possible to allow actual occurrences to suggest or -illustrate the point to be considered. The lesson that will fit -the needs of the occasion is the most effective. Just here it may -be remarked that, within bounds, a teacher is justified in taking -advantage of these opportunities, even if it somewhat disturbs the -formality of a rigid programme of school-work. - -=2.= The mother’s method may be followed still farther in making -the definite lesson as informal as possible. Questions should be -asked to awaken thought, and the lesson should partake more of the -nature of a familiar conversation than of a school exercise. Pupils -should be allowed to tell what they know on certain points, and new -truths should be “developed” as in other subjects. - -=3.= The instruction to older pupils may be given in a similar -manner, but less simply; or the item may be read with or without -comment. This lesson serves to instruct those ignorant of -prevailing forms, and to keep the matter before the minds of -others who are better informed. When pupils are old enough, if not -provided with a text-book on manners, it is well for them to make a -note of the directions given. - -=4.= The time given to this subject must be regulated by the other -work in the school. A few minutes daily will amount to a great deal -in the course of years. - -=5.= A plan that has been successfully pursued is to allow ten -minutes for the opening exercises of school, and to make a brief -lesson in manners a part of these exercises. It is not the aim -of the author that the illustrative lessons shall be arbitrarily -followed. That would be to aim at an impossibility. If success is -expected, it is even more necessary in this branch than in others -that the work be stamped with the individuality of the teacher. -There must also be a certain compass of expression and force and -earnestness of manner in giving these lessons which cannot be -imparted to the printed page. - -=6.= Brevity is essential, as the effect sought would be lost if -the lesson became tiresome. Moreover, it is not intended to add -to the already overburdened curriculum of most schools. Teachers -should exercise care in selecting items adapted to the age and -capacity of their pupils. It is needless to add that as far as -there is opportunity teachers should see that precept and practice -go hand-in-hand. - - -SPECIAL DIRECTIONS TO TEACHERS. - -=1.= =The manners of pupils are usually similar to those of the -teacher.= It is therefore of the utmost importance that he should -himself exemplify true courtesy, because he will be imitated. His -whole bearing and manner in the presence of pupils should be above -criticism. If not conversant with the details of a code of manners, -it is obligatory upon him to become so, and to conform his manners -to it. - -=2.= =A high and loud tone of voice= should not have place in a -school-room. - -There is perhaps no more unrefining influence unconsciously exerted -by a teacher than that of a loud voice. Emerson says, “Loudness -is rude, quietness always genteel,” and in nothing is the truth -more apparent than in the voice. As children are close imitators, -if teachers speak in a loud and dictatorial manner, so will their -pupils. - -A teacher’s voice should be as melodious as nature permits, and its -effect should be heightened by all the modulations and intonations -used in polite conversation. Suitable language _voiced_ in this -manner not only has a most refining influence on the character and -manners of pupils, but is often the only instrumentality needed in -the formal “government” of the school. - -=3.= =A teacher should assume no attitude in a school-room which -is not proper for the pupils.= Here again the natural propensity -of children to imitate should be remembered. Teachers have been -known to censure children for carelessness in posture when they -themselves were guilty of the same. There is no instruction of this -kind so impressive as that of example, and if teachers wish their -pupils to be patterns of propriety in attitude, motions, actions, -they themselves must furnish the model. - -=4.= =Teachers should not be careless in personal habits.= Besides -formal instruction relative to habits of cleanliness and tidiness, -the teacher should show the importance of these habits by strict -adherence to them. Teachers should dress neatly and in good taste. -This does not necessarily involve expense. There should be no -gaudiness of dress, but due attention should be paid to harmony of -color and suitableness of fabric, and garments should be made in -prevailing styles. Attention to these details will help to refine -the tastes of pupils. - -=5.= =Teachers should watch their tones and words with great care.= -It is not enough that expressions should be grammatical, but -they should be devoid of anything inelegant. All proprieties of -speech should be observed, even (or especially) with the youngest -children. _Severe_ expressions, arising from lack of self-control -on the part of the teacher, are productive of demoralization in the -school, and have a most unrefining effect on the pupils. - -Let teachers observe the direction which they give to their -pupils,-- - - “Guard well while you are young - Ear and eye and _tongue_,--” - -and it will be much more effectual than the memorizing of the -couplet. A polite request is at any time more refining and -effective than a stern command. Instead of saying “Do this” or -“Do that,” if teachers make a practice of asking “Will you kindly -do this?” or “Please do that,” they will find their wishes more -cheerfully complied with, and less selfishness displayed in the -requests made by pupils. - -=6.= =Teachers should not only guard their words, but the -expression of their countenances.= The expression should be -pleasant and indicative of kindness and common sense. A stolid -expression or constant smiling are both exceedingly objectionable -in a school-room, as elsewhere. - -Children are very susceptible either to smiles or frowns, and both -should be used with discretion. Approving smiles, like approving -words, may be given as rewards, but a too liberal use detracts from -their value. It may seem to be setting up an ideal standard to say -that when in the school-room an angry or a petulant look should -never come upon a teacher’s face. It is sometimes necessary to -express regret, sorrow, or severity in this manner, but anger and -irritability never, as that shows lack of self-control; and one of -the serious results of such a lack is impoliteness. - -=7.= =Teachers should not indulge in modes of discipline that -are unrefining in their tendencies.= Happily the old barbaric -modes of punishment are passing away. If complete abolition of -corporal punishment does not seem feasible, any teacher ought to -be possessed of sufficient delicacy and refinement to avoid making -such punishment public. It should _never_ be inflicted in the -presence of the school. - - -PRACTICAL TRAINING IN MANNERS. - -=1.= Ask the children daily to tell what opportunity they have -improved of being kind and polite. - -=2.= The teacher should remark on any improvement shown by the -pupils, and lead pupils to talk of it. It is well to allow them -to talk without restraint so as to obtain their real opinions. -Tact will be needed to ward off a feeling of self-gratulation or -conceit, which may otherwise be brought out when pupils tell of -their own polite acts. - -=3.= Impress pupils with the idea that good manners is one of the -subjects pursued in the schools, and that it will help them in -life, and that practice shows progress in this particular branch. - -=4.= Without seeming to demand it, teachers should lead children -to offer them any service that is _not menial_. Such attentions as -disposing of wraps, umbrellas, etc., fetching them when needed, -picking up things accidentally dropped, handing crayon, eraser, -etc., lifting or moving things, offering a chair, helping to put -things in their places at the close of school, should be rendered -to teachers by pupils. If, at first, in order to make children see -what offices are proper, the teacher must ask for them, it should -be as one would ask an equal, and not a servant; and any service -rendered should be most politely acknowledged. - -=5.= The older children should be made to understand the propriety -of assuming some responsibility over the younger. This is almost -universally practiced in schools where “busy work” is done, when -the older pupils help to distribute materials for such work, and -to assist in its execution. They should also assist those who need -aid in putting on or taking off wraps, overshoes, etc. Children -should understand that girls need not necessarily assist girls, -and boys boys, but that help should be offered and accepted, as is -convenient. - -=6.= Children should be encouraged to try to settle disputes or -to quell disorder in any form. This does not imply a system of -monitorship. As young children are pleased to do these things, it -needs tact and watchfulness on the teacher’s part to keep down -an overbearing or officious spirit. This may be accomplished by -appointing certain pupils for a definite length of time, and by -removing them from “office” when they exceed their authority. -These advisers are not to be encouraged in tale-bearing. It should -be considered just cause for removal, unless the tale is told in -order to get the teacher’s advice as to the best mode of settling a -difficulty. - -=7.= Pupils should be trained to receive and entertain those who -come to visit the schools. They should entertain as politely -in a school-room as in a parlor. When visitors come, a pupil -should answer the bell, politely invite the company to enter, -find them comfortable seats, take their wraps if they wish to -dispose of them, and offer any other attention the occasion may -seem to demand. To do this properly at the time implies previous -training--pupils acting as visitors. In this as in other things, -officiousness on the part of pupils should be guarded against. Give -opportunities to all pupils in turn to show these attentions. - -=8.= Whenever it is possible, every direction in manners should -be exemplified in the school-room. When the school-room does -not furnish illustrations, directions should be made as real as -possible to the youngest pupils, as, for instance, they should -actually be shown how to hold the fork, how to drink from a -tumbler, how to enter a room, etc. - -=9.= The polite phrases of society should be used by the teacher to -the pupil, and vice versa. - -In the discipline of the school, when children have had training in -good manners, the question “Is this polite?” will oftentimes prove -more effectual than a severe reprimand. This has been demonstrated -by actual experience, even in schools difficult of control. - - - - -Chapter II. - -_LESSONS ON MANNERS._ - - -LESSON I. - -For the Youngest Pupils. - -=Purpose.=--To awaken an interest in manners in general. - -=Method.=--A common incident in real life briefly described, -followed by questions and answers. - - -_The Lesson._ - -As I was sitting on the piazza the other evening, watching the -sunset and listening to the chirp of the birds, a boy passed along -the sidewalk, and as he looked up and saw me, he touched his hat -and smiled and said, “Good evening, Miss B.” I smiled back and -answered him, and as he passed on I thought about him. Why did I -think about him? - -“Because he was so pleasant to you.” - -Can you tell what I thought? - -“You thought he was good.” - -“You thought he was a nice boy.” - -Why did I think so? - -“Because he touched his hat.” - -“Because he smiled.” - -“Because he said, ‘Good evening, Miss B.’” - -Yes, because he was polite to me. Can you tell why we should be -polite? - -“It makes people think of us.” - -“It makes people like us.” - -What must we learn, then, if we wish people to like us? - -“To be polite.” - - -LESSON II. - -=Purpose.=--To suggest kindness as an element of politeness. - -=Method.=-A supposed incident is used, and questions given. - - -_The Lesson._ - -Suppose a new little girl should come into our room. Perhaps she -would come from a country far away from this place. Her dress might -be queer, and she might not look like any other little girl in the -room. What do you think these boys and girls would do? - -“Look at her.” - -Oh, I hope not, for how would she feel? - -“I guess she wouldn’t like it.” - -“I think she would be scared.” - -“Perhaps she would cry.” - -If she should speak in her own way, not like ours, what would -happen then? - -“Like enough we should laugh.” - -Oh, no, I hope not. - -“I should feel sorry for her.” - -What would you _do_ for her, May? - -“I would go and stand by her and speak to her.” - -What would you say? - -“Please come and sit with me.” - -What would you say of May, children, if she should do and say what -she thinks she would? - -“That she is a good girl.” - -“She is a kind girl.” - -“And a polite girl.” - -What would you say of those children who stared and laughed at her? - -“They were not kind.” - -“They were not polite.” - -What do you mean by politeness? - -“It is to speak kind words.” - -“And to do kind acts.” - -Yes. I will tell you what it is, in a pretty verse: - - “Politeness is to do and say - The kindest thing in the kindest way.” - - _Note._--This couplet is to be memorized. - - -LESSON III. - -=Purpose.=--To suggest seeking the happiness of others as an -element of good manners. - -=Method.=--A story told founded on an incident liable to happen at -any time, and a conversation deduced. - - -_The Lesson._ - -One day I looked out on the play-ground, where there were many -children playing and seeming to have the best kind of a time. On -the other side of the ground was one little girl looking as sad -and lonely as you can think. I was about to go and see if I could -cheer her up, when another little girl whose name was Jennie, -and who had been playing with all her might, happened to see her. -She left her place and went to the stranger, and said in a sweet -way, “Wouldn’t you like to come and play too? Come and take my -place.” And away they went hand-in-hand, looking as happy as two -butterflies. - -Now, what do you think of Jennie? - -“She was good.” - -“She was kind.” - -“She asked the new girl to go and play.” - -Was that all? - -“She gave up her place in the game that the little girl might play.” - -Was that very kind? - -“Yes, Miss B.” - -How did it make the little stranger feel? - -“Happy.” - -What do you say of such acts? - -“They are polite.” - -How, then, shall we be polite to others? - -“By trying to make them happy.” - -_Note._--Although all the underlying principles of politeness can -be taught unconsciously to the youngest pupils, it is better to -teach but two formally, without unfamiliar terms. The end sought in -the first year of instruction in this subject is to rouse thought -and interest, and to lead the pupil to make simple judgments. In -the next higher grade of lessons, other principles may be formally -taught, and new terms brought out. In the highest grade all -principles should be taught. - - - - -Chapter III. - -_LESSONS ON MANNERS._ - -SECOND TWO YEARS. - - -LESSON IV. - -=Purpose.=--To suggest kindness and unselfishness as two underlying -principles of good manners. - -=Method.=--A familiar conversation. - - -_The Lesson._ - -Suppose a boy seated in the easiest chair in the room, reading and -enjoying himself, should rise on seeing his mother enter, and offer -her the chair. What would you say of that boy? - -“That he was kind.” - -Then what kind of a heart would you suppose he had? - -“A kind heart.” - -And of whom did this kind heart lead him to think? - -“Of his mother.” - -Do you suppose he disliked to give up the chair? - -“I think he did.” - -“I think he was glad to give it up.” - -How could that be? - -“Why, he wanted the chair, but he loved his mother so much he was -glad to give it up.” - -Mary has told it very well. What can you say of him beside that he -was kind? - -“He was unselfish.” - -What is it to be unselfish? - -“To think of others before ourselves.” - -And to what do kindness and unselfishness lead? - -“To politeness.” - -There is a rule that may help you in being unselfish and polite, -and I wish you to learn it. It is this: - -“Do to others as you wish others to do to you.” - - -LESSON V. - -=Purpose.=--To suggest as a reason for cultivating good manners -that we thus make our manners like those of the best people. - -=Method.=--Questions and answers. - - -_The Lesson._ - -Of what did we talk in our last lesson? - -“Of kindness.” - -“And trying to make others happy.” - -What is it to think of the happiness of others before our own? - -“Unselfishness.” - -And if we practice unselfishness, what can be said of us? - -“That we have good manners.” - -But do all kind and unselfish people have good manners? - -(Some are in doubt.) Let us see. I do not think a truly kind heart -will allow any one to be rude, but how is it in this case? It is -not thought polite to eat with the knife. Have you ever known kind -people to do it? - -“Yes, Miss B.” - -Why do you think they do it? - -“Because they know no better.” - -Can they learn better? - -“Yes, Miss B.” - -How? - -“From other people.” - -How from other people? - -“They can watch, and do what they see nice people do.” - -And how do these nice people know? - -“Perhaps they have watched some other nice people.” - -If one who has used his knife in eating learns better, what ought -he to do? - -“To stop using it.” - -And if he continues to use it, what will be thought of him? - -“That he is odd or queer.” - -Should you like to be thought odd or queer? - -“No ma’am.” - -Then what must you do? - -“We must watch people who know what good manners are, and try to -make our manners like theirs.” - -What kind of people are polite? - -“The best people.” - -If we learn to do as the best people do, how shall we be considered? - -“To be _best_ people.” - -Now tell me one reason why our manners should be good. - -“Because the best people have good manners.” - -And another? - -“Because we wish to be considered _best_.” - - -LESSON 6. - -=Purpose.=--To suggest gaining the esteem of others as a reason why -good manners should be cultivated. - -=Method.=--A story. - - -_The Lesson._ - -A boy once wished to find a place to work. He went to a shop in -town where he had heard help was needed. Many were there before -him, and he thought he stood no chance at all of getting the work, -but much to his surprise he was employed. He said, “Why, sir, I -did not expect it when so many were ahead of me.” “Do you wish to -know why I hired you?” said the gentleman. “You came in quietly, -you took off your hat, you gave your chair to an old man, you stood -patiently until your turn came, and then you spoke pleasantly and -in a manly tone of voice; in fact, I saw you were a well-bred boy, -and that is the reason I hired you.” - -If this boy had been rude, what would have happened? - -“He would not have been employed.” - -How did the gentleman feel toward him? - -“He liked him.” - -What was his one reason for liking him? He had never seen him -before. - -“His manners were good.” - -If your manners are good, how will people feel toward you? - -“They will like us.” - -Tell me, then, a reason why you should be polite. - -“We should be polite because people like us better for it.” - - - - -Chapter IV. - -_MANNERS IN SCHOOL._ - -FIRST TWO YEARS. - -ILLUSTRATIVE LESSONS. - - -LESSON 7. - -=Purpose.=--To show the necessity of good manners in school. - -=Method.=--A guessing lesson. - - -_The Lesson._ - -Shall we have a guessing game to-day? - -“Yes’m.” - -Very well. You may guess, Arthur, why I like to have a boy enter -this room quietly. - -“Because you have told him to.” - -What is it to do as I have told him? - -“It is minding you.” - -You may guess, Mary, what I should think of a boy who came in -noisily. - -“That he was rude.” - -And the other boy was----? - -“Polite.” - -Then if he minded me, it made him----? - -“Polite.” - -You may guess, George, why I like to have Johnnie pick up my crayon -when I drop it. - -“You want it.” - -Yes, but I could get it for myself. Why do I like to have Johnnie -do it for me? - -“It shows how kind he is.” - -If he should not pick it up, would it be because he was unkind? - -“Perhaps he wouldn’t think.” - -What have we learned about those who try to think of doing others a -kindness? - -“That they are polite.” - -You may guess how I feel toward Johnnie when he is kind and polite -to me. - -“You like him.” - -May I guess that you like me when I am kind and polite to you? - -“Yes, Miss B.” - -Suppose we should always be kind and polite to each other here in -school, what kind of a school should we have? - -“A good school.” - -“A pleasant school.” - -Then we must try and make our manners in school good. I must be -polite to you, and you polite to me. - - -LESSON 8. - -=Purpose.=--To show that regularity of attendance at school is a -mark of good manners. - -=Method.=--A conversation. - - -_The Lesson._ - -You may read a part of yesterday’s lesson, Susie. - -“I can’t.” - -Why not? - -“I was not here yesterday, and I don’t know the lesson.” - -Why were you not here? - -“I did not wish to come.” - -What did you lose by not coming? - -“My lessons.” - -Does that make any hard work for me, Susie? - -“Yes’m. You will have to teach the lesson again.” - -What will the rest of the class do while I am teaching you this -lesson? - -“They will have to wait for me.” - -What is thought of a school when the pupils do not come steadily? - -“That it is not a good school.” - -Tell me, then, why it is unfair for pupils to stay away from -school, when they can come. - -“It makes extra work for the teacher.” - -“It keeps the rest of the class waiting.” - -“It gives the school a bad name.” - -Yes, and all this is unkind, and if unkind----? - -“It is impolite.” - - -LESSON 9. - -=Purpose.=--To show that punctuality of attendance at school is a -sign of good manners. - -=Method.=--A contrast drawn and lesson deduced. - - -_The Lesson._ - -It is not a little boy in our room of whom I am about to tell you. -I hope there is not such a child in _our_ room. But there is a boy -_somewhere_ who has to be called and called in the morning, and -then he yawns, and takes another nap, and puts off getting out of -bed as long as he possibly can. He is late at breakfast, late in -doing his morning’s work, and late at school. He goes into his -school-room after the rest are at their work, and disturbs the -teacher and the children, feels very unhappy, and perhaps gets a -mark that he does not like. - -There is another boy _somewhere_, and I guess right here in this -room. _He_ does not wait for his mother to call him, but when it is -time he springs out of bed, and is ready in time for his breakfast, -and gets his work done, and starts for school with a happy face, -and arrives there in time for a game with his school-mates and a -pleasant word with his teacher before school begins. Which one of -these boys would you rather be, John? - -“The one who is not late.” - -Why? - -“Because it makes trouble when we come in late.” - -How does it make trouble? - -“We do not mind you, for you have told us not to be late.” - -“Sometimes you have to stop the lesson and help us take off our -things.” - -“And show us the place in the book.” - -And how about the class? - -“They look at us when we come in, and forget their lesson.” - -If you are unkind enough not to mind me, and to disturb the class, -what are your manners? - -“Bad.” - -Tell me how it is if you try not to be late. - -“We are kind and polite.” - - -LESSON 10. - -=Purpose.=--To show that cleanliness is one sign of good manners in -school. - -=Method.=--A conversation. - - -_The Lesson._ - -You may tell me what you do in getting ready to go on a visit. - -“We bathe.” - -“And comb our hair.” - -“And clean our nails.” - -“And put on our best clothes.” - -Why should you do all this? - -“Because we wish to look nice.” - -Why do you care to look nice? - -“People see us.” - -What of that? - -“We ought to make ourselves as nice as we can to other people.” - -“They like us better if we are clean.” - -Then what is one reason why you make yourselves tidy? - -“To make people like us.” - -Are there any people here whom you wish to like you? - -“Yes, Miss B., you and our school-mates.” - -Tell me one way to make us like you. - -“To keep ourselves clean.” - -“And our clothes clean.” - -If you do this with the idea of pleasing others, what can we say of -you? - -“We are polite.” - - -LESSON 11. - -=Purpose.=--To show that care in keeping the school-room clean is a -sign of good manners. - -=Method.=--A conversation. - - -_The Lesson._ - -There is a rug at the door, children. Why is it there? - -“We are to clean our shoes on it when they are muddy.” - -Jack did not know, did he, when he came in? What is the use of -cleaning your shoes? - -“It keeps the floor clean.” - -How else can you keep the floor clean? - -“We need not throw paper on it.” - -“Nor anything else.” - -And why keep the floor clean? - -“That our room may be nice.” - -“You wish us to keep it clean.” - -Once in a while some little children are careless about it. Do you -suppose they are thinking about you or me? - -“No, Miss B., neither one.” - -Then we must call them impolite. - -In what way, then, can you show good manners? - -“By trying to keep our school-room neat and clean.” - - -SUBJECTS FOR ADDITIONAL LESSONS. - -Care of school furniture. - -Care of halls, piazzas, walls. - -Care of school grounds. - -Care of books. - -Economy in using what is furnished by the school. - -Care in using borrowed articles and in returning them. - -Only quiet conduct permissible in the school-room at any time. - - -LESSON 12. - -=Purpose.=--To show how pupils should conduct themselves toward -their teachers. - -=Method.=--A conversation. - - -_The Lesson._ - -Suppose when I wished to speak to you I should call you _boy_ -instead of Harry, how would you like it? - -“I shouldn’t like it.” - -Well, I might call you _pupil_? - -“I shouldn’t like that either.” - -How would it do to call you _child_, Mary? - -“No one would know which child.” - -What must I call any of you that you may know who is meant? - -“You must call us by our names.” - -Do you like your own name? - -“Yes’m.” - -Do you suppose I like my name? - -“Yes’m.” - -Then what should you do when you speak to your teacher? - -“We should call you by your real name.” - -Why? - -“Because it is polite if you wish it.” - - _Note._--A teacher’s name should be taught to pupils when they - first enter school. - - -SUBJECTS FOR ADDITIONAL LESSONS. - -1. Rendering assistance to teachers. - -2. Care in not interrupting a teacher. - -3. Kind treatment of school-mates. - -4. Respectful treatment of the janitor. - -5. Respectful treatment of visitors. - -6. Respectful treatment of those who address the school. - - _Note._--Subjects for many lessons may be found in Reminders, - Chapter XII., etc. - - - - -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.” - - - - -Chapter VI. - -_MANNERS AT HOME._ - -FIRST TWO YEARS. - -ILLUSTRATIVE LESSONS. - - -LESSON 19. - -=Purpose.=--To awaken an interest in home manners. - -=Method.=--A conversation. - - -_The Lesson._ - -Whom do you love best in all the world? - -“Papa and mamma.” - -Why do you love them best? - -“They are good to us.” - -“They take care of us.” - -“They love us.” - -How ought you to repay them? - -“We ought to be kind to them.” - -How kind? - -“We ought to be kinder to them than to any one else in the world.” - -What means about the same thing as kindness? - -“Politeness.” - -If so, ought you ever to be impolite to them? - -“No, Miss B., we ought to be more polite to them than to any one -else.” - - _Note._--A similar lesson on politeness to brothers and sisters - may be given here. - - -LESSON 20. - -=Purpose.=--To specify attentions due to home friends. - -=Method.=--A conversation. - - -_The Lesson._ - -How ought we to treat everybody? - -“Politely.” - -Whom should we treat the most politely of any one? - -“Our father and mother.” - -“And brothers and sisters.” - -“And everybody at home.” - -When you first see the people at home in the morning, do you ever -forget to speak to them? - -“Yes, Miss B.” - -And what else sometimes happens? - -“We look cross.” - -“And perhaps we cry.” - -Would you like to know how you can always be pleasant and polite to -your own home friends in the morning? - -“Yes’m.” - -I will tell you. There is a little key which you can all have, -and if you will not forget to use it, it will always make you -pleasant and polite in the morning. It is this: “Good-morning, -mamma!” “Good-morning, papa!” and a “Good-morning!” to all who are -present. But this must be said in a certain way. Can you tell me -how? - -“Pleasantly.” - -And how should you look when you say it? - -“Good-natured.” - -“We should smile.” - -Yes, a pleasant “Good-morning!” and a smiling face will help to -make the whole family happy. I wish you to remember about this key, -and shall ask you to learn these words: - - “Good-morning! that’s the golden key - That unlocks every day for me.” - - _Note._--Similar lessons may be given here, closing with the - “keys,” - - “When evening comes, ‘Good-night!’ I say, - And close the door of each glad day.” - - “When friends give anything to me, - I’ll use the little ‘Thank you’ key.” - - “‘Excuse me,’ ‘Beg your pardon,’ too, - When by mistake some harm I do.” - - “Or, if unkindly wrong I’ve given, - With the ‘Forgive me’ key I’ll be forgiven.” - - - - -Chapter VII. - -_MANNERS AT HOME._ - -SECOND TWO YEARS. - -ILLUSTRATIVE LESSONS. - - -LESSON 21. - -=Purpose.=--To specify some polite attentions due to home friends. - -=Method.=--A story told, followed by a conversation. - - -_The Lesson._ - -I once knew a little girl whom most everybody praised for being -polite. Whenever she met people away from home, or whenever there -was company at her home, she was very polite to them. She would -ask visitors to take the easiest chairs, she would bring a hassock -for their feet, she would watch their comfort in every way. She -said “Yes, sir,” and “No, Miss B.,” and “Excuse me,” and “I beg -your pardon,” and all those polite things. One day when I was the -visitor and had been treated very politely by the little girl, I -happened to hear her mother ask her to raise the shade. A little -while before, she had asked me, in the sweetest manner, if she -should lower this same shade for me; but in answer to her mother’s -request she frowned and did not move from her chair. Pretty soon -her little brother came to her to be amused, but she pushed him -away and said: “Go away, Harry, I can’t be bothered with you.” -When her father came in tired at night, and asked her to get his -slippers for him, she did it in a very ungracious manner. - -Those who have something to say of this little girl may raise hands. - -“She was not good to her father and mother.” - -“Nor to little Harry.” - -“She was polite to company.” - -“But not to her own people.” - -Why should we be polite to our home friends? - -“Because they are kind to us, and love us.” - -How should we be polite to them? - -“We should look out for their comfort.” - -“And always speak politely to them.” - -(Here lead children to specify courtesies of act and speech. -Specially refer to a boy’s polite treatment of his mother.) 320. - - -SUBJECTS FOR ADDITIONAL LESSONS. - -Special politeness to very old people in the family. - -Polite treatment of visitors. - -Polite treatment of servants. - -Reminders. - -1. Be sure to say “Sir?” to your father when he calls your name, -and “Yes, sir,” and “No, sir,” in answer to a question. Cheerfully -wait upon your father. Never contradict him; mind him quickly. - -2. Treat your mother as if she were the queen. Say “Yes, mamma,” -or “Yes, mother,” when she calls your name, and “No, mamma,” etc., -in answer to her questions. Boys and girls should show their -mothers every polite attention due other ladies. - -3. “Please” and “Thank you” should be said to servants. 108. - - - - -Chapter VIII. - -_MANNERS IN PUBLIC._ - -FIRST TWO YEARS. - -ILLUSTRATIVE LESSONS. - - -LESSON 22. - -=Purpose.=--To show the necessity of good manners in the street. - -=Method.=--An incident related. Pupils allowed to comment. - - -_The Lesson._ - -The other day, as I was walking on the sidewalk, two or three boys -came running down the hill, and nearly pushed me over. They never -stopped to ask me to excuse them, but ran on, calling to everyone, -“Out of the way!” Some little girls on the other side of the street -were laughing very loudly and causing every one to look at them. - -What do you say of these boys and girls? - -“They were rude.” - -“The boys were unkind.” - -Ought not boys to run? - -“Not against people.” - -Ought not little girls to laugh? - -“Not loudly in the street.” - -Why not? - -“Because it is not the custom of well-bred girls.” - -How should people act on the street? - -“They should give people their share of the walk.” - -“They should not cause people to look at them.” - -Yes, they should be little ladies and gentlemen on the street. 182. - - -LESSON 23. - -=Purpose.=--To teach that undue curiosity shown on the street is -impolite. - -=Method.=--A story, followed by a conversation. - - -_The Lesson._ - -Once there was a little boy who was deformed. - -Who will tell me what that means? - -“It means that he was a hunch-back.” - -“Or that he had a queer foot.” - -Yes, this poor boy had not feet like yours, and could walk very -little without crutches. One day he was taking a walk with his -nurse, and was trying to take a few steps without his crutches. Of -course it was very hard work for him, and he went very slowly. Some -boys were skipping down the hill towards him, and he looked as if -he would give all he had in the world if he could skip too. But -what do you suppose these boys did as they came near? They stopped -still, and stared at the poor little fellow. It made him feel bad, -for his cheeks grew red and tears filled his eyes as he hobbled -away from them. - -What would you have done, John, if you had been one of those boys? - -“I would have walked right by without looking.” - -“I would have looked at his face, but not at his feet.” - -“I would have acted as if he were like other boys.” - -Yes, that is the way to do. Think how you would like to be treated -if you were in this boy’s place. - -Is it the custom of well-bred people to stare at one on the street? - -“No, Miss B.” - -We will try to remember then---- - -“Never to stare at people on the street.” - - - - -Chapter IX. - -_MANNERS IN PUBLIC._ - -SECOND TWO YEARS. - -ILLUSTRATIVE LESSONS. - - -LESSON 24. - -=Purpose.=--To show the necessity of good manners on the street. - -=Method.=--A conversation. - - -_The Lesson._ - -Suppose we play taking a walk to-day. Where shall we go, Belle? - -“Around the square.” - -Very well. You may start now, and Mary and Kate and Jennie may take -hold of hands, and as they go along the street they may talk and -laugh at the top of their voices. If they meet any one, they need -not take any trouble to give up a part of the sidewalk. What do you -say, Ned? - -“That wouldn’t be right.” - -Why not? - -“Because it wouldn’t be nice for them to talk loud in the street.” - -And you, Harry? - -“They ought to let people pass on the sidewalk.” - -Oh, I thought I saw some boys the other day who did not do it. Were -they wrong? - -“Yes’m, they were.” - -How should we act in the street? - -“We should be quiet.” - -“And we should not be selfish and take all the walk.” - -Why should our behavior on the street be good? - -“Because many people see us there, and notice if it is not good.” - - -SUBJECTS FOR ADDITIONAL LESSONS FOR BOTH GRADES. - -Polite attentions towards elderly people on the street. - -Polite attention towards strangers who make inquiries. - -Simple instruction in church manners. - -Simple instruction in manners at places of entertainment. - - _Note._--Many suggestions for these lessons may be found in - lessons for advanced grades. - - - - -Chapter X. - -_TABLE MANNERS._ - -FIRST TWO YEARS. - -ILLUSTRATIVE LESSONS. - - -LESSON 25. - -=Purpose.=--To show the necessity of good table-manners. - -=Method.=--A contrast drawn. Children allowed to comment. - - -_The Lesson._ - -A little girl came to the table very hungry. There were a good -many older people there, and as she had been taught to wait until -the older ones were served, she sat very still and waited very -patiently until every one else at the table was enjoying a nice -dinner. She grew hungry every minute, and could hardly keep the -tears back, but still did not ask for anything. When it was found -that she had been forgotten, but was so patient and well-behaved, -every one praised her, and you may be sure she had the best dinner -they were able to give her. - -Another little girl came to another table very hungry. She waited -for no one, but immediately began to ask for this and that, and not -in the nicest way, either. She made herself so disagreeable that -every one at the table was glad to have her served first. - -Did it pay the first little girl to wait? - -“Yes’m. Everybody thought she was so nice.” - -How about the other one? - -“They thought she was a naughty girl.” - -What is one way, then, by which you may make people like you? - -“By behaving politely at the table.” - - -LESSON 26. - -=Purpose.=--To show that punctuality at the table is desirable. - -=Method.=--An incident related, followed by a conversation. - - -_The Lesson._ - -Johnnie, like many little boys, was fond of sleeping in the -morning. The bed always seemed the softest and his dreams the most -interesting just as the rising bell rang. He would wake just enough -to think there would be time enough before breakfast to go to sleep -again and finish out that one dream. But nap followed nap until -the sharp ting-a-ling-ling of the breakfast bell roused him. Then -he would _try_ to dress hurriedly, but every thing generally went -wrong, and he would get out to breakfast too late for the delicious -hot cakes the rest of the family had enjoyed. How do you think it -made him feel to eat a cold breakfast? - -“Cross.” - -Tell me what you think of such a boy as Johnnie. - -“He was lazy.” - -“He didn’t do as his mother wished him to.” - -Did he make his mother trouble? - -“Yes’m. His breakfast had to be kept for him.” - -“It would have been kinder if he had eaten with the rest.” - -Think of Johnnie, and tell me what you mean not to do any more. - -“To be late at the table.” - -Why? - -“Because it makes trouble and isn’t kind.” - -And if not kind? - -“Not polite.” - -Does this mean the home-table only? - -“No, Miss B. It means when we are at home or when we are visiting.” - - -LESSON 27. - -=Purpose.=--To show that polite attention is specially due the lady -of the house, at table. - -=Method.=--A conversation. - - -_The Lesson._ - -Who sits at the head of the table? - -“Mother.” - -Who, then, is the most honored one at the table? - -“Mother.” - -And mother is sometimes called “the lady of the house.” How can we -tell when we ought to do certain things at the table? - -“We can watch the lady of the house.” - -Then how shall we know when to sit at the table? - -“When the lady of the house sits.” - -Yes, no one should sit until she does. And when the meal is over, -how long should we stay at table? - -“Until the lady of the house rises.” - -Suppose it is necessary to leave the table before that? - -“We must ask the one at the head of the table to excuse us.” - -Unless we do these things what will be thought of us? - -“People will think we have not been taught good manners.” - - -LESSON 28. - -=Purpose.=--To show that selfishness at the table is not a sign of -good manners. - -=Method.=--A conversation. - - -_The Lesson._ - -How many of you like oranges? I see that you all do. Suppose you -were to have oranges for breakfast, and when they were brought on -one should be much larger than the other, which would you want? - -“The biggest one.” - -Certainly, there is nothing wrong in that, but would you _take_ the -_largest_ one? - -“No, Miss B.” - -Why not? - -“I would leave that for mamma.” - -“It isn’t polite to take the largest and best for yourself.” - -Who should have the best? - -“Mamma and papa.” - -Suppose grandmamma or grandpapa should be at the table? - -“Then they should have the best.” - -Tell me who should have the best when there is any choice. - -“The older people.” - -How should the others feel about it? - -“They should be glad to give the best to others.” - - -LESSON 29. - -=Purpose.=--To specify some forms of polite expressions used at -table. - -=Method.=--An incident related. Criticisms elicited from pupils. - - -_The Lesson._ - -I once sat down to dine at a table where there were three children. -They seemed to be nearly starved, although I knew they had eaten a -good breakfast. As soon as they had taken their seats they called -out, “I want some bread,” “Give me some meat,” “Pass that jelly;” -and when they were served they began to eat as if it were their -first meal in a long time. I think some of you would have been -surprised at those children’s manners. What have you to say about -them, Jennie? - -“They ought to have kept still until they were served.” - -“They ought to have said, ‘I would like some bread, if you please.’” - -“And ‘Will you please give me some meat?’” - -“And? ‘Will you be so kind as to pass the jelly?’” - -Yes, that would have been much better. What should you say when -something is passed to you at table, and you do not wish it? - -“Not any, I thank you.” - -“I don’t care for any, thank you.” - -If you remember to do these things, what will be said of you? - -“That we know how to speak politely at the table.” - - - - -Chapter XI. - -_TABLE MANNERS._ - -SECOND TWO YEARS. - -ILLUSTRATIVE LESSONS. - - -LESSON 30. - -=Purpose.=--To show the necessity of good table manners. - -=Method.=--Questions. - - -_The Lesson._ - -Suppose you should see at any table a young lady, very pretty and -very nicely dressed, a perfect stranger to you, and she should say -to the servant, in quite a loud tone of voice, “Hurry, and bring me -my dinner.” What would you think of her, Henry? - -“I should think she had not learned to be polite.” - -Suppose she should eat very rapidly, putting the food to her mouth -with a knife, what would you think of her, Kate? - -“I should think she knew very little about good manners.” - -And if she should take the choicest of everything on the table for -herself? - -“I should say she was very selfish.” - -How have you formed these opinions of the young lady? - -“From her table manners.” - -Then good table manners are very important. Why? - -“Because people judge us by them.” - - -LESSON 31. - -=Purpose.=--To show the deference due the lady of the house at -table. - -=Method.=--A conversation. - - -_The Lesson._ - -Who is the lady of the house, usually? - -“The mother of the family.” - -What seat at table does she usually occupy? - -“She sits at the head of the table.” - -Is there any way of knowing when we shall take our seats at table? -Shall we take them just as it happens? - -“We should take them when mother does, not before.” - -Or if we are away from home? - -“When the lady of the house does.” - -Yes, or when the one who presides at the table sits. - -How long should we sit at table, John? - -“Until we have finished eating.” - -It is not proper to leave as soon as we have finished. - -Can any one tell when we should rise from the table? - -“When the lady of the house rises.” - -Yes. Suppose it is necessary to leave before that? - -“We should ask to be excused.” - -Can you think of any other politeness to be shown the mother, or -the lady of the house, at table? - -“We should be prompt at meals.” - -Where? - -“Both at home and away from home.” - -Why? - -“Because it is impolite to keep people waiting for us.” - - -LESSON 32. - -=Purpose.=--To specify some polite usages at table. - -=Method.=--A conversation. - - -_The Lesson._ - -I would like you to tell me some things about table manners. You -may think of polite ways of asking for things at table, and I will -write them on the blackboard as you give them. But first you may -tell me whom you should ask. - -“A servant, if there is one.” - -And if not? - -“Any one who can easily reach what is wanted.” - -You may tell me _how_ to ask. - -“Please pass the bread.” - -“May I ask you for the bread?” - -“Will you be so kind as to pass the bread?” - -Yes, and if you are asked if you would like the bread, what should -you say? - -“If you please.” - -“And ‘Thank you,’ if you take it.” - -If you should not wish it? - -“No, I thank you.” - -“Or, ‘Not any, I thank you,’” - -How do you know these expressions are polite? - -“Polite people use them.” - - -SUBJECTS FOR ADDITIONAL LESSONS. - -Use of fork and spoon, with practical illustrations. - -Impoliteness of rapid eating. - - - - -Chapter XII. - -_LESSON ON MANNERS._ - -FOR ADVANCED PUPILS. - - -LESSON 1. - -=Purpose.=--To suggest the underlying principles of good manners. - -=Method.=--Item to be read with or without comment, or questions to -be asked. - - -_The Lesson._ - -Some one says “True politeness consists in making every one -happy about you.” It is true that forgetfulness of self and -thoughtfulness of the comfort and happiness of others makes one’s -behavior very acceptable to others. A kind heart is undoubtedly -the foundation of good manners; but if this be so, there are -other qualities of equal importance that form a superstructure -on which good manners rest. We use the term gentleman and lady -with reference to outward appearance, but they also imply that a -person is honest and true and refined. Who would think of calling -one a gentleman if his word could not be trusted? Charles I. said -to the Commoners, “You have not only the word of a king but of a -gentleman.” Could a lady be guilty of indelicate language? Would -a real gentleman or lady ridicule the unfortunate? True courtesy -implies much more than an outside show. Even what seems a mere form -is usually founded in kindness and common sense. It is necessary -that we become familiar with these forms. We do not like to be -called odd or peculiar. We do not like to be considered ignorant -of what good and wise people have decided it proper and right to -do. We wish rather to copy the manners of the best people that -we may gain their esteem and be classed with them. If we learn -and practise good manners while we are young, when older we shall -practise them unconsciously, as they will have become a habit. - -(_Questions to be used if preferred._) - -What leads people to be polite? - -How has some one defined true politeness? - -What did Charles I. imply by his statement? - -Why is it necessary to become familiar with the formalities of good -manners? Give illustration of some practice of polite society that -might be termed a formality. Enumerate the underlying principles of -good manners. - - - - -Chapter XIII. - -_MANNERS IN SCHOOL._ - - -LESSON 2. - -=Purpose.=--To show the necessity of good manners in school. - -=Method.=--Item to be read with or without comment, or questions to -be asked. - - -_The Lesson._ - -Young people sometimes seem to think good manners are to be put on -as fine clothes are, not for every-day wear, but for company only. -Those who put this theory into practice will find that good manners -fit them in company no better than garments cut for some one else. -If manners really spring from a kind heart, they will be practised -everywhere. Good manners in school continually practised will soon -become a habit. Courteous pupils rarely need reprimand or reproof. -They treat their teacher as they would a friend, and in this way -help greatly in making the school pleasant and profitable. Such -pupils remember their school-days with pleasure. - -Questions. What is the appearance of one who is only occasionally -polite? - -What is the real source of good manners? - -Where should they be practised? - -Are good manners as important in a school-room as in a parlor? - -What is the effect of good manners in the school? - - -LESSON 3. - -=Purpose.=--To show that regularity and punctuality of attendance -at school are signs of good manners. - -=Method.=--Item to be read with or without comment, or questions to -be asked. - - -_The Lesson._ - -In all well-regulated schools, teachers and school-officers -place much stress upon regularity of attendance; consequently -an avoidable or inexcusable absence shows disrespect to school -authority. - -When a pupil enters a school-room late it interrupts and disturbs -all who are present. An avoidable interruption or disturbance is, -of course, impolite. Any disregard of the rules of school shows a -lack of respect for teachers and school-officers. Lack of respect -and true politeness never go together. - -Questions. What is the rule in this school relative to regularity -of attendance? - -What in reference to punctuality? - -What absences or tardinesses show disrespect to school authority? - -How does disrespectful conduct affect the manners? - -To what kind of manners do regularity and punctuality tend? - - -LESSON 4. - -=Purpose.=--To show that cleanliness is one sign of good manners in -school. - -=Method.=--Item to be read with or without comment, or questions to -be asked. - - -_The Lesson._ - -Cleanliness of person and tidiness of dress are unmistakable signs -of good breeding. The minutest detail of the toilet should be -attended to. Frequent bathing and proper attentions to the hair, -the teeth, the nails, are of no slight importance. The clothing -also should be clean. Pupils who fail to observe these directions -not only show lack of respect for themselves, but for their -teachers and school-mates. Disrespect is impoliteness. - -Questions. What opinion do you form of a person who is untidy? - -What details of the toilet may be neglected? - -How does slovenliness of dress affect the reputation of one who -indulges in it? - -Of what does untidiness show a lack? - -Is disrespectful treatment of another ever polite? - - -LESSON 5. - -=Purpose.=--To show that care for school belongings is a sign of -good breeding. - -=Method.=--Item to be read and questions asked. - - -_The Lesson._ - -Proper respect for the school will deter pupils from throwing on -school-grounds, or on the steps of buildings, or on the floors of -the corridors or of the school-room, whatever is unsightly. - -The same may be said with reference to chalk or pencil marks, or -anything that defaces school-buildings or school furniture. - -In stormy weather pupils should not enter a school-building without -first cleaning the shoes or removing rubbers. They should enter -quietly and _never_ be noisy or boisterous inside of a school-room. -Running or jumping, or stepping on the seats or desks, is not -allowable. - -Pupils should take care of what they use but do not own. Books -or any materials furnished by the school should be carefully and -economically used. Moreover, if pupils are well-bred their own -books will be devoid of finger-marks or cuts, or of marks and soil -of any kind except that which comes from constant use. - -Questions. If pupils have the proper feeling for their school, -what care will they take of the grounds? Of the buildings? Of the -furniture? - -How show good breeding in economy? - -What rule holds good in returning borrowed articles? - -How should school-books be used even by their owners? - -Show how all these things are indicative of good breeding. - -Show how they are one step towards good citizenship. - - -LESSON 6. - -=Purpose.=--To show how pupils should conduct themselves towards -their teachers. - -=Method.=--Item to be read with or without comment. - - -_The Lesson._ - -1. When pupils are placed under the charge of a teacher it -is supposed the teacher knows what is for their best good; -consequently a teacher’s directions should be respected and obeyed. -In matters pertaining to conduct, pupils should yield their -opinions to that of a wise and faithful teacher, and should do it -with quick and cheerful obedience. Sulking, contradiction, or delay -in obeying are not only wrong, but inexcusably rude. - -2. Oftentimes pupils seem to regard it as no impoliteness to -interrupt a teacher either by inattention, disorder, or questions, -when a lesson is in progress. There are times when certain -questions relative to lessons are in order, but irrelevant -questions, or unnecessary requests, or hand-raising or shaking -before a teacher has finished speaking, are just as impolite in -a school-room as elsewhere. There are, of course, certain usages -peculiar to a school-room which would not be considered in order -elsewhere, because unnecessary; but, generally speaking, good -manners in a school-room and in a parlor are the same. - -3. Pupils should be kind and thoughtful in assisting teachers -whenever it is possible, by handing anything needed, or by waiting -upon them in any way. Boys, especially, should be quick to offer -help in erasing blackboards, in lifting heavy articles, or in -picking up anything accidentally dropped. All pupils should help to -put things in their proper places and to keep the school-room in -order. This is kindness and politeness. - -4. Boys should always take off their hats before entering a -school-room, and should not put them on at dismissal, until they -reach the outside door. If a teacher should stand at that door, -hats should not be put on until the teacher is passed. When boys -meet a teacher in the street they should always raise their hats, -whether the teacher be a gentleman or a lady. Both in school and -out, when pupils speak _to_ or _of_ their teacher, they should -speak the real name, and not use the indefinite title, “Teacher.” - - -SUBJECTS FOR ADDITIONAL LESSONS. - -Kind treatment of school-mates: when they are under criticism; -when they are peculiar in dress, speech, or manner; when they are -unfortunate; when they are strangers. - -Respectful treatment of the janitor. - -Respectful treatment of visitors. - -Respectful treatment of those who address the school. - - -REMINDERS. - -1. Do not fail to say “Good-morning, Miss ----” to your teacher, -and “Good-afternoon Miss ----” when you leave her. - -2. When you pass directly in front of your teacher, say “Excuse me.” - -3. Never fail to say “Thank you” (not “Thanks”) for the smallest -favor. - -4. Do not continually raise the hand, and never shake it in school, -to attract attention. - -5. Never stand at your desk, or step forward raising your hand, and -shaking it at your teacher. - -6. When a school-mate is reading or answering a question, do not -raise hands until he has finished. - -7. Do not “fuss” with pencils, strings, pins, or anything else when -you ought to give your whole attention to your lesson. - -8. When your hands are not occupied with books or other things, as -directed by a teacher, they should be clasped in your lap. - -9. If you have a desk-mate, give him his full share of seat, desk, -and shelf. - -10. When you pass directly in front of your school-mates, say -“Excuse me.” - -11. Do not stare at strangers who enter the school-room. - -12. Do not slide down in your seat nor lounge in a school-room. - -13. When you stand to recite, stand erect, without leaning against -the desk. Stand on both feet. - -14. Do not swing the feet, nor scrape them on the floor, nor keep -them in constant motion. - -15. Always be provided with sponge or slate-cloth. - -16. Hand a book right side up. - -17. In handing a pointer, pencil, or pen, hand the blunt end. - -18. Never call from the outside to a pupil in a school-room. - -19. Do not call from the school-room to some one outside. - -20. Do not look in at windows of a school-room. - -21. Always rap before entering any school-room but your own, or any -teacher’s office. - -22. Do not chew gum in school. - -23. Do not eat in school. - - _Note._--When these “reminders” are given to young pupils they - should be in the form of short lessons, and the thought should - be brought out by relating incidents and by questioning as in - illustrative lessons. - - - - -Chapter XIV. - -_PERSONAL HABITS._ - - -_Note._--These directions, although exceedingly important, are not, -in many cases, agreeable topics of conversation. Therefore, in -giving them, teachers must use their good taste and discretion in -deciding whether to give arbitrarily or not. When they are given -without comment they should be impressed on the memory of the child -by calling for frequent repetitions of items, and by patient and -continued enforcement of directions, whenever the occasion presents -itself. The connection between the direction and the spirit of -kindness should be traced whenever it is possible to do so. Lessons -on manners in school may be taken as a guide when it is thought -best to enlarge upon any item. Whether or not a lesson be given to -the younger children on the importance of attending to personal -habits may be left to the discretion of a teacher. - - -LESSON 7. - -=Purpose.=--To show the necessity of attention to personal habits. - -=Method.=--An item read with or without comment. - - -_The Lesson._ - -Although personal habits are not pleasant topics of conversation, -it seems necessary to give them some consideration. Many young -people indulge in certain practices that are disagreeable and -impolite, perhaps not so much from lack of knowledge of what is -proper as from thoughtlessness and from not appreciating the -importance of giving these matters due attention. Young people -should realize that these matters, although seemingly trifling, -are sufficient to show whether they have been accustomed to polite -society or not. There is nothing which tells more quickly. Minute -attention to personal habits gives one an air of refinement and -attractiveness which can be gained in no other way. - - -SUGGESTIONS FOR INSTRUCTION RELATING TO PERSONAL HABITS. - -1. Whatever has been said in reference to cleanliness in school -applies out of school as well. Cleanliness is a pretty certain sign -of good breeding. Every consideration of health and good taste and -refinement urges to cleanliness. Never think to hide uncleanliness. -If your habits are not neat, it will be known. - -2. Never neglect the details of the toilet. Such toilet offices -as cleaning the nails, the ears, the nose, are proper only in the -privacy of one’s apartment. The nails should not be bitten. It -destroys their beauty, and is an impolite and unhealthy habit. - -3. Many people have a habit of continually feeling of the face or -hair. This is not a mark of refinement of manners, and should not -be indulged in. “Fussing” with anything, twirling things, drumming, -should be avoided. When the hands are not necessarily employed, -they should be kept quiet. - -4. The feet should not be kept constantly and unnecessarily in -motion, nor should they be brought into notice when possible to -avoid it. Young ladies should not sit with the feet extended and -crossed. No one should sit with the feet on the rounds of a chair. -Tapping on the floor with the foot is not in good form. - -5. Spitting is a disgusting habit. Avoid it whenever it is -possible. Never give attention or refer to a sore on the face or -hands when others are present. Yawning and stretching in company -are considered rude. Hiccoughing and sneezing should be avoided, if -possible. - -6. The mouth should be kept closed, unless there is some good -reason for opening it. One who has a habit of keeping the mouth -open continually is considered weak mentally, if not physically. - -7. Incessant smiling or laughing is silly and disagreeable. Smiling -or laughing is allowable when there is something to laugh at. -Giggling is unpardonable. Hearty laughter is allowable in some -places, but boisterous laughter never. As a general thing the -countenance should be kept in repose. This implies neither a silly -nor a stern expression, but one indicative of kindness and common -sense. - -8. A loud or otherwise disagreeable voice is not a mark of the best -manners. If such a voice is natural, it may be trained and toned -down as in singing. A person of real refinement may have a peculiar -voice, but not a disagreeably loud one. Humming is disagreeable and -impolite. - -9. Boys should not carry their hands in their pockets. Boys should -not whistle when it will disturb or annoy any one. - - - - -Chapter XV. - -_MANNERS IN PUBLIC._ - - -LESSON 8. - -=Purpose.=--To specify some particulars of street manners. - -=Method.=--Item read with or without comment. - - -_The Lesson._ - -No polite person will indulge in loud or boisterous conduct on the -street. Loud talk or laughter is very ill-mannered. Only a quiet -demeanor is allowable, and one who indulges in any other is guilty -of rudeness. A complaint often made against pupils is that they -are inclined to be rude and selfish in not giving those whom they -meet their due share of the walk in passing. Oftentimes boys in -their play are so heedless as to jostle against those passing on -the sidewalk. This is selfish and rude. If it happens accidentally, -suitable apologies should be made. - -Questions.--In what tone of voice should one speak in the street? -What does loud laughter in the street indicate? What demeanor is -allowable? What fault is found with the manners of pupils on the -street? What are your own observations in the matter? What are your -criticisms? - - -SUGGESTIONS FOR FURTHER INSTRUCTION. - -In going to a place of amusement or entertainment it is not polite -to performers or audience to arrive late. Arrive in season, take -your seat quietly, and remain quiet and attentive throughout the -whole entertainment. If there is any delay before the entertainment -begins, the time should not be spent in loud laughing or talking. -Nothing should be done to attract attention. Eating candy, nuts, or -anything else at a place of entertainment is not in good form. - -Too much cannot be said against talking or whispering or moving -about when an entertainment is in progress. It shows either a lack -of knowledge as to what is proper, or a disregard of propriety. -It is also a rudeness to the performers, and a great source of -annoyance to those who wish to listen. If the entertainment does -not prove interesting, it is still the part of a lady or gentleman -to remain through it all and to give respectful attention. It -is very impolite to leave the place before the entertainment is -concluded, in order to avoid passing out with the crowd. - -Loud and long continued applause is impolite. It is proper to show -pleasure if the entertainment pleases, but it must be done without -boisterousness. - -Rapping on the floor with canes, stamping of feet, whistling, etc., -are insults, and if continued should receive the attention of a -policeman. - -It is a sign of good breeding to be in church before the service -begins. If unavoidably late, enter very quietly, between parts of -the service. Never whisper or laugh in church. It is irreverent -and ill-bred. Never look around when people enter. Never be guilty -of rudeness or boisterousness in a church, whether on Sunday or -other days. Always show a proper respect for the place. - -In your own church be polite to strangers. If it seems to be your -place to do so, show them to a seat. Let no peculiarity of dress -or manner on the part of strangers keep you from showing them -any civility in church. In attending a church not your own be -respectful in your conduct. Do not show curiosity nor ridicule -observances that may seem peculiar. - - -REMINDERS. - -In giving these to the pupils seek to arouse discussion. - -1. When walking on the sidewalk, if you meet a person, keep to the -right of the walk. - - “’Tis a rule of the land that when travelers meet - In high-way or by-way, in alley or street, - On foot or in wagon, by day or by night, - Each favor the other and turn to the right.” - -2. It is polite to recognize friends and acquaintances on the -street. It is a custom of gentlemen to take off their hats when -friends are met. They should take off their hats to gentlemen as -well as to ladies. Both boys and girls should show special respect -to any old person they may meet. The salutation should always be in -a pleasant and friendly tone of voice. The face should show respect -to acquaintances, and cordiality to friends. The name should be -added to the salutation, as “Good-morning, Mr. A.” Never give -the salutation as if it were a question. Never greet any one by -“Halloa.” - -3. If a gentleman is walking or driving with a lady acquaintance, -he should take off his hat to any lady whom she recognizes. - -4. When a lady accidentally drops anything in the street, any -gentleman near, whether an acquaintance or not, should pick it up -and hand it to her. The lady should not fail to acknowledge the -courtesy. As the gentleman passes on, he should touch his hat to -the lady. This civility of picking up things or assisting in any -way should be shown to elderly and infirm people by girls as well -as by boys. - -5. It is impolite to turn and look at people after they have -passed. It is rude to stare at them if peculiar in dress or manner. -Special care should be taken not to stare at the deformed or -unfortunate. Put yourself in their places and think how you would -like to be treated. - -6. It is considered impolite for people to gather in groups or -crowds on the sidewalk and to obstruct the way. If two people meet -who wish to converse with each other, one should turn and walk in -the direction in which the other is going. It is not considered -proper to stop for conversation on the street. - -7. It is not the custom of well-bred people to chew gum, nor to eat -fruit, nuts, or anything else, on the street. - -8. One of the rudest things a boy or girl can do is to call out -to a teacher or other person on the street. It is only the most -ill-bred who will do it. The law can punish for it. - -9. If a stranger inquires the way, take great pains to direct him, -even if it requires some effort. - -10. When in street cars or steam cars, if seats are lacking, it -is the rule that gentlemen give up their seats to ladies. Ladies -should not fail to thank gentlemen for this kindness. - -Whenever any attention is shown a lady, such as opening or closing -a window, taking bundles from the racks, etc., the lady should -politely acknowledge it, and the gentleman should touch his hat as -he turns away. - -No one should occupy more room than is necessary, if by so doing -others are deprived of a seat. - - - - -Chapter XVI. - -_TABLE MANNERS._ - - -LESSON 9. - -=Purpose.=--To show the importance of good table manners. - -=Method.=--An item read with or without comment or questions asked. - - -_The Lesson._ - -Perhaps the question of _how_ to eat is not of quite the importance -as _what_ to eat, but in some particulars pertaining to the laws -of health the two are of equal rank. _How_ to eat is of much -more importance than many young people think, inasmuch as it -is a certain test of delicacy and refinement. If a person eats -immoderately fast, no one truly refined will set him down as a -gentleman. If one defies the regulations which society has made -relative to table manners, he is classed as decidedly ill-bred -or ignorant. It is well to study the etiquette of the table, and -to put in use those practices that have been decided by the best -society as being proper. - -Questions.--Should the rules of society as to table manners be -disregarded? What does a lack of good table manners indicate? Are -table manners indicative of character? - - -SUBJECTS FOR ADDITIONAL LESSONS. - -_Deference to the Lady of the House at Table._ - -=Suggestions.=--Do not be late at the home table. Never be late -when a guest. Do not take your seat at the table until the lady of -the house takes hers, nor rise from the table until she gives the -signal. If necessary to leave the table before the meal is over, -ask to be excused of the one presiding. - - -_Polite Phraseology of the Table._ - -=Suggestions.=--When it is desired that any article on the table be -passed, a servant should be asked, if there is one near. If not, -the request should be made of some one at the table, as follows: -“Please pass the bread,” “I would thank you for the bread,” “Will -you be kind enough to pass the bread?” etc. - -When offered anything at the table, the acceptance should be -accompanied by “Thank you.” If anything is declined, it should be -with “No, I thank you,” or “Not any, I thank you.” - - -_Selfishness at Table._ - -=Suggestions.=--To take the best when there is any choice in the -food is to show a very selfish disposition. This does not apply -when urged to do so, but to seem to wish the best is inexcusable. - - -REMINDERS. - -1. Sit reasonably near the table, neither too near nor too far -away. Never place the elbows on the table. Do not sit so far away -as to be obliged to lean forward. Do not bend over the plate. Do -not spread the elbows when cutting meat, etc. - -2. Young people should wait patiently and quietly until the older -ones at table have been served. While waiting to be served, the -knife or fork or napkin ring, or any other table article, should be -left untouched. The hands should be quietly folded in the lap until -one is served. The napkin may be spread over the lap when one first -sits down at the table. Gentlemen do not now tuck the napkin under -the chin. - -3. It is proper to begin eating as soon as served, although there -should be no indecorous haste. An exception to this rule is that no -one should begin to eat the dessert until all are served. - -4. Do not help yourself first to anything on the table. Never put -your own knife, fork, or spoon into the food except as it has been -served to you. It is rude to reach across the table or to rise and -reach in order to help yourself. If servants are not near, ask -politely of some one at the table that the dish be passed. - -5. Rapid eating is impolite and unhealthy. The mouth should not be -filled too full, and the food should be thoroughly chewed. Do not -chew the food so as to be heard. Do not smack the lips in eating. -Do not draw in the breath when eating soup, drinking milk, tea, -etc. Be careful not to show the food in your mouth. Do not attempt -to eat the last drop of soup nor the last morsel of food on the -plate. - -6. The knife is used in cutting up the food, but it should not -convey the food to the mouth. The fork should be used for this -purpose. There is a proper way of holding knife and fork which can -best be learned by observing some one who does it properly. Soup -should be eaten from the side of the spoon. - -7. When drinking tea or coffee, drink from the cup and not from the -saucer. When drinking from a goblet or tumbler, be careful not to -tip them too much. It is not in good form to throw the head back -and invert the tumbler. It is not well to drink much water while -eating. - -8. If necessary to eject anything from the mouth while eating, use -the fork in conveying it from the mouth to the plate. Fruit stones -may be removed with the fingers and placed upon the plate. - -9. When salt is taken from the salt-cellar, it should be put on the -plate and not on the table-cloth. Vegetables should be eaten with a -fork, if possible, rather than with a spoon. When small dishes are -used in serving vegetables, fruit, etc., they should not be taken -in the hand, but left on the table. - -10. It is a disputed question what to do with the knife and fork -when the plate is passed for a second supply. It seems the better -plan not to leave them on the plate, as they are liable to fall -off or to be in the way, but to hold them in the right hand, or to -place them on the table in such a manner as not to soil the cloth. - -11. Do not use a tooth-pick in public. It is a common practice, -but not with the best-bred people. Never indulge in the disgusting -practice of removing bits of food from the teeth with the tongue or -fingers. The teeth should receive attention in private. - - - - -Chapter XVII. - -_MANNERS IN SOCIETY._ - - -SUGGESTIONS FOR LESSONS. - -1. When a request is to be made, no matter how slight, it should -be given in the form of a request and not of a command. Such -expressions as “Please” and “Will you be so kind?” should be very -frequently used. When a request has been complied with, “Thank you” -should never be forgotten. - -2. Gentlemen should not remain seated when there are ladies or -older people standing in the room. No young people should remain -seated when by so doing they oblige older people to stand. -Young people should not occupy the easiest chairs nor the most -comfortable places in a room when older people are present. - -3. Whispering in company is ill-mannered. Laughing at something -not understood by the whole company, or at least by all who would -notice the laughing, is very impolite. Exchanging glances or -meaning smiles is rude. Boisterous laughter is always rude. - -4. If asked to sing or play or to contribute in any legitimate way -to the entertainment of company, one should, if possible, comply -with the request without waiting to be urged. When one is trying to -entertain a company, the company should give respectful attention, -never annoying the performer by whispering or talking or moving -about. When games are proposed, unless there is some reason for -not doing so, every one who is invited to join in them should do -so with right good will. Good manners are based on kindness, and a -kind heart will lead any one to contribute as much as possible to -the enjoyment of all. - -5. One should give respectful and kindly attention to another who -is talking to him. No matter if the conversation is not of great -interest, it should be listened to without interruption. This is -especially true when elderly people talk to those younger. When it -is necessary to discontinue the conversation, one should ask to -be excused. When two people begin to talk at the same time, each -should be ready with an “Excuse me,” or “I beg pardon,” to yield -the privilege of speaking first to the other. - -6. It is a mark of good manners to show courtesy to servants or to -any in humble stations in life. A polite request is always better -than a stern command. Whoever shows disregard of the feelings of -a servant or one in humble station, gives unmistakable proof of -ill-breeding. - -7. It is courteous to commend what is commendable. One should take -pains to express commendation in words to the one who deserves it. -This is really no more than common politeness. Many find it easy to -speak words of blame, but do not seem to think what gratification a -word of deserved praise affords. - - -REMINDERS. - -1. When asked a question to be answered by Yes or No it is -considered more polite to say “Yes, Mrs. A.” than “Yes, ma’am.” -“Yes, sir” and “No, sir” are allowable, but “Yes, Mr. A.” is -better. When something is said, and the one to whom it is said does -not hear or understand, the following questions are proper: “Sir?” -“I beg pardon,” “What did you say, Mrs. A.?” When a person’s name -is spoken before a question is asked, the response should be “Sir?” -or “Yes, Mrs. A.?” - -2. When entering a private house gentlemen should remove their -hats. Any one should remove rubbers. Umbrella, hat, overcoat, or -waterproof should be left in the hall. - -3. In entering a parlor, host and hostess should be first sought -out and spoken to. If the family only be present, the one entering -may properly shake hands with all. This is partly a matter of -choice, but if it is either a formal or an informal call (not a -business call) it is highly proper. When the company is large, it -is unnecessary. The same direction applies in leaving. - -4. When in company or when making a call, lounging or rocking -should not be indulged in. Sitting with the chair tipped in any -way, or with the feet on the rounds of the chair, is not allowable. -Ladies should not sit with the feet or knees crossed. Gentlemen -should not sit with the feet elevated. The feet should remain on -the floor, and should be as inconspicuous as possible. No one -should sit with the feet far apart. - -5. Fumbling or fussing with the watch-chain or with a ribbon or -anything else should be avoided; also drumming with the fingers or -twirling things. When the hands are not necessarily occupied they -should be kept quiet. The same may be said of the feet. Swinging -the feet or keeping them in motion or prominently in sight is not -proper. Constant and unnecessary motion of hands or feet gives one -an appearance of restlessness which is not at all conducive to -elegance of manner. Repose of manner should be cultivated. - -6. Avoid passing directly in front of people when possible. It is -better, however, to pass in front of others with a “Pardon me,” or -“Excuse me,” than to crowd behind them. A gentleman should allow a -lady to pass through a door before him, holding it open for her, if -necessary. Gentlemen should go up-stairs before a lady, and behind -her in coming down. - -7. It is rude to stare at people in company, especially if they -are peculiar in any way. Seem not to notice any deformity or any -peculiarity of dress or manner. Remember the Golden Rule. - -8. Demonstrations of affection are out of place in company or -anywhere else in public. Girls should not sit or walk with their -arms about each other, or clasp hands, or lean against each other. -A gushing manner is silly and impolite. - -9. Reading to one’s self in company is not excusable. Reading aloud -is still worse, unless by special request. - -10. When strangers are to be presented to each other, the -directions are as follows: Gentlemen should be presented to ladies -(as, Miss B., allow me to present Mr. C.), young men to elderly -men, young women to elderly women. People who have been introduced -should make some conversation with each other, and not turn rudely -away without a word. - -11. When people make calls they should inquire at the door for -those whom they wish to see. They should also send in their names -if unknown to the one who comes to the door. When callers enter a -room, persons in the room not inquired for should soon leave. No -member of the family should enter the room when one is receiving -calls unless it is very necessary, and then an apology should be -offered. - - - - -Chapter XVIII. - -_MISCELLANEOUS ITEMS._ - - -1. Never enter a private room without rapping. Never look over a -person’s shoulder when he is reading or writing. Never read what is -designed for another person only. Be courteous in thought as well -as in act. - -2. Take good care of borrowed articles, and return them in -reasonable time. Never lend borrowed articles. It is proper for -the one who borrows to return the article in person or to send by -a servant. To compel the owner to send for his property is a gross -violation of good manners. - -3. When necessary to make an inquiry of a stranger it should be -prefaced with “Excuse me,” “Pardon me,” or “Will you kindly tell -me?” - -4. In extending invitations for visits or parties it is proper to -state the time definitely. Punctuality in keeping all engagements -is a mark of good breeding in society as well as in business. - -5. When gentlemen are walking with ladies it is a proper courtesy -to offer to relieve them of their parcels, parasols, shawls, etc. - -6. When gifts or favors have been received, prompt acknowledgment -should be made. The slightest favor deserves acknowledgment. - - -SUGGESTIVE STORIES, ANECDOTES, FABLES, AND POEMS. - - -1. LITTLE JACK. - - There was one little Jack, not very long back, - And ’tis said to his lasting disgrace - That he never was seen with his hands at all clean, - Nor yet ever clean was his face. - - His friends were much hurt to see so much dirt, - And often and well did they scour! - But all was in vain, he was dirty again - Before they had done it an hour. - - When to wash he was sent, he reluctantly went - With water to splash himself o’er, - But he left the black streaks all over his cheeks, - And made them look worse than before. - - The pigs in the dirt couldn’t be more expert - Than he was at grubbing about; - And the people have thought the gentleman ought - To be made with four legs and a snout. - - The idle and bad may, like to this lad, - Be dirty and black, to be sure; - But good boys are seen to be decent and clean, - Altho’ they are ever so poor. - - --_Jane Taylor._ - - -2. THE BOY AND THE SPARROWS. - -A boy once found a nest of young sparrows, and put them into his -hat. He then set the hat on his head, thinking no one would know -what was under it. As he walked through the streets, instead of -lifting his hat to bow to people, he held it fast upon his head. -This made everybody wonder. At last one man said, “Let me see -if his hat has grown to his head.” Away went the sparrows, as he -lifted the hat from the boy’s head. Everybody laughed; and now if -a boy does not lift his hat when he meets any one, people say, -“Perhaps he has sparrows under his hat.”--_Selected._ - - -3. THE UNHAPPY BOY. - -Once there was a king who had a little boy whom he loved. He gave -him beautiful rooms to live in, and pictures and toys and books. He -gave him a pony to ride, and a row-boat on a lake, and servants. -But for all this the young prince was not happy. He wore a frown -wherever he went, and was always wishing for something he did not -have. At length a magician came to court. He said to the king, “I -can make your son happy.” So he took the boy into a private room -and wrote something on a piece of paper. Next he gave the boy a -candle and told him to light it and hold it under the paper and -see what he could read. The boy did as he had been told, and white -letters on the paper turned into a beautiful blue. They formed -these words:-- - - _Do a kindness to some one every day._ - -The prince made use of the secret and became the happiest boy in -the kingdom.--_Selected._ - - -4. WHICH WAS THE GENTLEMAN? - -Master Frank Amory went to the picnic, and so did Jimmy Bell. -Frank’s father was a rich man. Jimmy’s father was a day-laborer. -Frank wore handsome new clothes, and Jimmy’s knees and elbows were -patched, his hat was torn, and he had no shoes. There was only one -barrel of ice-water, with one drinking-cup; and as it was a hot day -there was a crowd around the barrel most of the time. A half dozen -girls had just come to get a drink when Frank at the head of a file -of boys came running up, and snatching the cup rudely began to -drink. - -“Shame on you, Frank!” said one of the girls. “Don’t you know you -always ought to let girls drink first?” - -“I don’t know as girls are any better than I am,” said Frank, as he -started off again. - -Not long after, Jimmy and some other boys had come to the barrel, -when shy little Minnie Carey came up. “Wait boys!” said Jimmy, -dipping out a cup of water. “Let Minnie drink first.” And he very -politely handed her the cup. Minnie drank, and thanked him as she -handed it back again.--_Selected._ - - -5. THE ELDER BROTHER. - - The sun was set. The twilight dim had gathered, - And ’gainst the window-pane - The fierce north wind sent sudden spiteful flurries - Of mingled sleet and rain. - - My easy-chair was drawn before the fire, - Benny was on my knee, - When low he whispered, “I don’t see, Aunt Dolly, - When folks are small like me, - - “How they get on without a nice big brother. - Why, even Tommie Stead-- - Who bullies all my mates--don’t dare touch me; - He’s afraid, you see, of Ned.” - - Just then he shyly pointed o’er his shoulder - With such a proud, fond look - At his tall brother Edward sitting near us, - Intent upon a book. - - “He carries the umbrella when ’tis raining, - And gives the most to me; - And helps me find the very far off places - In the geography, - - “And ‘splains’ the sums and makes the fractions easy.” - Here Benny heaved a sigh. - “I don’t like riffemtic; but Ned says, ‘Benny, - Be brave, my lad, and try.’” - - “He has long patience, and he’s very clever. - Why, once he made a cart, - And once he made a trap that caught a sparrow, - And ’cause it hurt my heart - - “To see the wild thing flutter, he soon freed it, - And smiled when off it fled; - And when I’m scared because it’s dark or lightens, - He takes me in his bed. - - “Our pastor said, last Sunday, that Lord Jesus - Up in the heavenly host, - Our elder brother is. It made me love him - Like my dear Ned--a’most.” - - The blue eyes closed. Perhaps the gentle sandman - Had touched the golden head; - For low it drooped. But smiles still curved the sweet lips; - He dreamed, perhaps, of “Ned.” - - --_Elisabeth Cumings._ - - -6. THE GNAT AND THE BULL. - -A gnat who had flown about until he was tired sat down to rest on -the horn of a bull. After sitting there a long time he thought he -would go home. So he made a loud buzzing noise and said to the bull: - -“Would you like to have me stay longer or shall I go now?” - -“Just as you please,” said the bull. “I did not know when you came, -and I am sure I shall not miss you when you go away.” - -Little people often think themselves of greatest consequence. - - --_Æsop._ - - -7. A REAL LADY. - -A porter, an aged man, was passing along one of our streets with a -heavy package on his shoulder, when he dropped his bale-hook and -it rolled off the sidewalk into the gutter. Two or three young men -standing near laughed at his misfortune, and offered no help. An -elegantly dressed lady passing, quietly stepped into the street, -and with her delicately gloved hand picked the bale-hook from -the gutter and handed it to the old man. In trying to thank her, -his hat fell off and rolled into the gutter. Again she stepped -into the street, picked up his hat, and handed that to him. “God -bless you,” said he, and so the old man was made happier, the lady -was made happier, and the young men received a lesson which may -make their lives happier, if they have sense enough to act upon -it.--_Selected._ - - -8. CAUTIONS. - - If you your lips would keep from slips, - Five things observe with care:-- - To whom you speak, of whom you speak, - And how, and when, and where. - - If you your ears would keep from jeers, - These things keep meekly hid,-- - _Myself_ and _I_, and _mine_ and _my_, - And how _I_ do or did. - - -9. LETTERS OF RECOMMENDATION. - -A gentleman advertised for a boy, and nearly fifty applicants -presented themselves. Out of that number he 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 has a -great many. He wiped his feet when he came in, and closed the door -after him, showing that he was careful. He gave his seat instantly -to that lame old man, showing that he was thoughtful. He took -off his cap when he came in, and answered my questions promptly, -showing that he was gentlemanly. He picked up a book which I had -purposely placed on the floor, and replaced it on the table; and -he waited quietly for his turn instead of pushing and crowding, -showing he was orderly and honorable. When I talked to him, I -noticed that his clothes were brushed, his hair in order. When he -wrote his name, I noticed that his finger-nails were clean. Don’t -you call these things letters of recommendation?”--_Selected._ - - -10. A GENTLEMANLY LAD. - -My idea of a gentlemanly boy is a lad who treats every young woman -as he would like his sister to be treated, and every older woman as -he would wish his mother to be treated.--_Selected._ - - -11. A SERIES OF DON’TS. - -Don’t slight a boy because his home is plain and unpretending. -Abraham Lincoln’s home was a log-cabin. - -Don’t slight a boy because of the ignorance of his parents. -Shakespeare, the world’s poet, was the son of a man who was unable -to write his own name. - -Don’t slight a boy because he chooses a humble trade. The author of -Pilgrim’s Progress was a tinker. - -Don’t slight a boy because of physical disability. Milton was blind. - -Don’t slight a boy because of dullness in his lessons. Hogarth, the -celebrated painter and engraver, was a stupid boy at his books. - -Don’t slight any one. Not alone because some day they may far -outstrip you in the race of life, but because it is neither right, -nor kind, nor polite.--_Selected._ - - -12. FAMILY INTERCOURSE. - -Family intimacy should never make brothers and sisters forget -to be polite and sympathizing to each other. Those who contract -thoughtless and rude habits towards members of their own families -will be rude and thoughtless towards all the world. But let the -family intercourse be true, tender, and affectionate, and the -manners of all uniformly gentle and considerate, and the members -of a family thus trained will carry into the world and society the -habits of their childhood. They will require in their associates -similar habits.--_Silvio Pellico._ - - -13. THE DRUM AND THE VASE OF SWEET HERBS. - -A drum was once boasting to a vase of sweet herbs in this way: -“Listen to me! My voice is loud and can be heard far off. I stir -the hearts of men so that when they hear my bold rearing they march -out bravely to battle.” - -The vase spoke no words, but gave out a fine, sweet perfume that -filled the air, and seemed to say: I cannot speak, and it is not -well to be proud, but I am full of good things that are hidden -within me, and that gladly come forth to give cheer and comfort. -But you, you have nothing in you but noise, and you must be struck -to make you give that out. I would not boast if I were you.--_Æsop._ - - -14. LOVE. - - The night has a thousand eyes, - And the day but one; - Yet the light of the bright world dies - With the dying sun. - - The mind has a thousand eyes, - And the heart but one; - Yet the light of a whole life dies - When love is done. - - --_F. W. Bourdillon._ - - -15. TREATMENT OF THE AGED. - -A play was to be performed at the principal theatre of Athens, -and the seats were soon taken. When the theatre was full, an old -man came in and looked around for a seat. He saw a party of young -Athenians beckoning to him. In order to get to them he had to climb -over seats and push his way through the crowd, and when at last he -reached them, they sat down, and, instead of giving him the seat he -had expected, took up all the room, leaving the old man standing. -In this theatre were some seats fitted up for strangers. These were -filled by young Spartans, who were much displeased at the conduct -of the Athenians, and beckoned to the old man to come to them. -When he was near them, they all arose and received him with great -respect. As the whole assembly saw this they burst into a shout -of applause. The old man then said, “The Athenians _know_ what is -right, but the Spartans practise it.”--_Selected._ - - -16. CIVILITY TO STRANGERS. - -It was through his civility to two strangers that Mr. Winans -of Philadelphia is said to have obtained, some years ago, his -invitation to go to St. Petersburg and manufacture locomotives -for the Russian Czar. The Russian agent had been shown with -indifference through the larger establishments of Philadelphia, -but on their coming to Mr. Winans, who owned a third or fourth -rate factory, he took so much pains to show all its parts and -workings, and was so patient in his explanations and answers to -their inquiries, that within a year he was surprised when asked -to transfer his works to Russia. He went, and accumulated a large -fortune. - - -17. A GOOD RULE. - -When you rise in the morning, form the resolution to make the day -a happy one to a fellow-creature. It is easily done: a left-off -garment to the man who needs it; a kind word to the sorrowful; an -encouraging word to the striving; trifles, in themselves as light -as air, will do at least for the twenty-four hours. And if you are -old, rest assured it will send you gently and happily down the -stream of time to eternity. By the most simple arithmetical sum -look at the result. If you send only one person happily through -the day, that is three hundred and sixty-five in the course of a -year. And suppose you live forty years after you begin that course, -you have made fourteen thousand six hundred persons happy, at all -events, for a time. - - -18. CHARACTER. - -Nothing can compensate for the lack of manliness in a man, -and womanliness in a woman. The man may be a capable business -man, an eloquent speaker, and accomplished scholar; but if he -lacks manliness, he remains only half a man. The woman may be -intelligent, accomplished, refined; but if she lacks womanliness, -she lacks everything. In some of the Old-World universities there -are courses in “Humanity.” It is a pity that the teaching of -humanity in the wider sense of that which makes man man, and woman -woman, does not occupy a larger place in the catalogues of our -schools and colleges.--_Dr. Trumbull._ - - -19. HONOR. - -Mr. Smiles in one of his admirable books says that Wellington was -once offered half a million for a State secret, not of any special -value to the government, but the keeping of which was a matter of -honor. “It appears you are capable of keeping a secret,” he said -to the official. “Certainly,” he replied. “And so am I,” said the -general, and bowed him out. - - -20. CONSIDERATION FOR OTHERS. - -Sir Ralph Abercrombie, when mortally wounded, found under his head -the blanket of a private soldier, placed there to ease his dying -pains. “Whose blanket is this?” “Duncan Roy’s.” “See that Duncan -Roy gets his blanket this very night,” said Sir Ralph, and died -without its comfort. - - -21. TRUTHFULNESS. - -Calvert says, “A gentleman may brush his own shoes or clothes, or -mend or make them, or roughen his hands with the helve, or foul -them with dye-work or iron-work; but he must not foul his mouth -with a lie.” - - -22. DELICACY. - -The gentleman never _sees_ deformity. He will not talk to a beggar -of his rags, nor boast of his health before the sick, nor speak -of his wealth amongst the poor; he will not seem to be fortunate -amongst the hapless, nor make any show of his virtues before the -vicious.--_T. T. Munger._ - - - - -Memory Gems. - - - 1. Hearts like doors can open with ease - To very, very little keys; - And ne’er forget that they are these: - “I thank you, sir,” and “If you please.” - - 2. Good boys and girls should never say, - “I will,” and “Give me these.” - Oh, no, that never is the way, - But “Mother, if you please.” - - 3. To do to others as I would - That they should do to me - Will make me honest, kind, and good, - As children ought to be. - - 4. I know a little girl, and who she is - I’ll tell you by-and-by; - When mother says, “Do this” or “that,” - She says, “What for?” and “Why?” - She’d be a better girl by far, - If she would say, “I’ll try.” - - 5. Be kind, little children, - To those who are poor, - And ne’er against sorrow - And want shut the door. - - 6. See, mamma, ’tis half-past eight; - I must haste, or I’ll be late. - Teacher says, “Make this your rule, - Never to be late at school.” - - 7. A little child may have a loving heart, - Most dear and sweet, - And willing feet. - A little child may have a happy hand, - Full of kind deeds - For many needs. - A little child may have a gentle voice - And pleasant tongue - For every one. - - 8. Be kind and be gentle - To those who are old, - For dearer is kindness, - And better, than gold. - -9. True politeness consists in making every one happy about us. - - 10. Deal with another as you’d have - Another deal with you; - What you’re unwilling to receive - Be sure you never do. - -11. Good manners cannot be put on at pleasure, like an outside -coat, but must belong to us. - - 12. Children, do you love each other? - Are you always kind and true? - Do you always do to others - As you’d have them do to you? - Are you gentle to each other? - Are you careful day by day - Not to give offence by action, - Or by anything you say? - - 13. In the school-room while we stay, - There is work enough to do; - Study, study through the day, - Keep our lessons all in view. - - 14. By-and-By, is a very bad boy, - Shun him at once and forever; - For they who travel with By-and-By - Soon come to the house of Never. - - 15. Five minutes late, and the school is begun. - What are rules for if you break every one? - Just as the scholars are seated and quiet, - You hurry in with disturbance and riot. - Why did you loiter so long by the way? - All of the classes are formed for the day. - Hurry and pick up your reader and slate; - Room at the foot for the scholar that’s late. - - --_Mrs. M. L. Rayne._ - -16. Give a boy address and accomplishments, and you give him the -mastery of palaces and fortunes, wherever he goes.--_Emerson._ - -17. Good manners are made up of petty sacrifices.--_Emerson._ - -18. True courtesy is real kindness kindly expressed.--_Dr. -Witherspoon._ - -19. Love as brethren, be pitiful, be courteous.--_St. Paul._ - -20. The gentleman never sees deformity.--_Munger._ - -21. Sidney, at the battle of Zutphen, handed a cup of water for -which he longed with dying thirst to the wounded soldier beside -him, and said: “He needs it more than I.” - -22. If one is centrally true, kind, honorable, delicate, and -considerate, he will almost, without fail, have manners that will -take him into any circle where culture and taste prevail over -folly.--_Munger._ - -23. A beautiful behavior is the finest of the fine arts.--_Emerson._ - - - - - TRANSCRIBER’S NOTE - - Obvious typographical errors and punctuation errors have been - corrected after careful comparison with other occurrences within - the text and consultation of external sources. - - Except for those changes noted below, all misspellings in the text, - and inconsistent or archaic usage, have been retained. For example, - table-manners, table manners; playground, play-ground; monitorship; - contrariwise. - - Table of Contents: - Pg 7, Missing entry ‘Practical training in manners ... 18’ inserted. - Pg 8, ‘treatment of schoolmates’ replaced by ‘treatment of - school-mates’. - Pg 8, Numbering 1-4 inserted for the four entries listed for page 43. - Pg 9, ‘Subjects suggested ... 47’ replaced by ‘“Keys” suggested ... 47’. - Pg 9, Missing entry ‘_Subjects for additional lessons_’ inserted, - and the three subject items also inserted below it, all for page 49. - Pg 9, page number ‘55’ added to line ending ‘... who make inquiries,’. - Pg 10, Missing entry ‘_Subjects for Additional Lessons for Both - Grades._’ inserted and the two subject items also inserted below it, - both for page 63. - Pg 11, ‘Practical training in manners, 90’ replaced by ‘Miscellaneous - items, 90’. - - Main text: - Pg 4, ‘courtesy employes’ replaced by ‘courtesy employs’. - Pg 5, ‘good breading’ replaced by ‘good breeding’. - Pg 24, ‘happpened to see’ replaced by ‘happened to see’. - Pg 24, ‘Note.’ has been italicized for consistency. - Pg 28, ‘he was empoyled’ replaced by ‘he was employed’. - Pg 28, ‘gave you chair’ replaced by ‘gave your chair’. - Pg 40, ‘sigh of good’ replaced by ‘sign of good’. - Pg 49, ‘320.’ at the end of a paragraph has been retained. The - meaning is not clear. - Pg 49, ‘Additional Lesssons’ replaced by ‘Additional Lessons’. - Pg 50, ‘108.’ at the end of a paragraph has been retained. The - meaning is not clear. - Pg 56, ‘show the necesssity’ replaced by ‘show the necessity’. - Pg 63, ‘Bur first you’ replaced by ‘But first you’. - Pg 68, ‘propor attentions’ replaced by ‘proper attentions’. - Pg 87, ‘it is considred’ replaced by ‘it is considered’. - Pg 89, ‘names if unkown’ replaced by ‘names if unknown’. - Pg 100, ‘rest assurred’ replaced by ‘rest assured’. - - - - - -End of the Project Gutenberg EBook of How to Teach Manners in the School-room, by -Julia M. 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- margin-top: 0em; margin-bottom: 0em;} - -.poetry .verse2 {text-indent: -3em; padding-left: 4em; - margin-top: 0em; margin-bottom: 0em;} -.poetry .verse4 {text-indent: -3em; padding-left: 4.9em; - margin-top: 0em; margin-bottom: 0em;} -.poetry .verse6 {text-indent: -3em; padding-left: 6em; - margin-top: 0em; margin-bottom: 0em;} -.poetry .verse8 {text-indent: -3em; padding-left: 8em; - margin-top: 0em; margin-bottom: 0em;} -.poetry .verse12 {text-indent: -3em; padding-left: 12em; - margin-top: 0em; margin-bottom: 0em;} -.poetry .verse16 {text-indent: -3em; padding-left: 16em; - margin-top: 0em; margin-bottom: 0em;} -.poetry .verse20 {text-indent: -3em; padding-left: 20em; - margin-top: 0em; margin-bottom: 0em;} - -@media handheld { - .poetry {display: block; margin-left: 4.5em;} -} - -/* Transcriber's notes */ -.transnote { - background-color: #E6E6FA; - color: black; - font-size:90%; - padding:0.5em; - margin-top:5em; - margin-bottom:5em; - font-family:sans-serif, serif; -} - -.transnote p {text-indent: 0em;} - - </style> - </head> - -<body> - - -<pre> - -The Project Gutenberg EBook of How to Teach Manners in the School-room, by -Julia M. Dewey - -This eBook is for the use of anyone anywhere in the United States and most -other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - -Title: How to Teach Manners in the School-room - -Author: Julia M. Dewey - -Release Date: April 7, 2017 [EBook #54495] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK HOW--TEACH MANNERS--SCHOOL-ROOM *** - - - - -Produced by MFR, John Campbell and the Online Distributed -Proofreading Team at http://www.pgdp.net (This file was -produced from images generously made available by The -Internet Archive) - - - - - - -</pre> - - - -<div class="transnote"> - -<p><strong>TRANSCRIBER’S NOTE</strong></p> - -<p>Some minor changes are noted at the <a href="#TN">end of the book.</a></p> -</div> - - -<hr class="chap" /> -<div class="figcenter"> -<img src="images/cover.jpg" width="600" alt="Original cover" /> -</div> - - -<hr class="chap pg-brk" /> -<h1><span class="smcap">How to Teach Manners<br /> -<span class="fs100">in the school-room.</span></span></h1> - - -<p class="p2 pfs135 smcap">By MRS. JULIA M. DEWEY,</p> - -<p class="p1 pfs80 smcap">Method and Critic Teacher in the Public Schools of Rutland, Vt.;<br /> -formerly Supt. of Schools, Hoosic Falls, N. Y.</p> - -<p class="p4" /> -<hr class="r10a" /> - -<div class="poetry-container"><div class="poetry"> -<p class="verseq">“Who misses or who wins the prize?</p> -<p class="verse">Go, lose or conquer, as you can;</p> -<p class="verse">But if you fail, or if you rise,</p> -<p class="verse">Be each, pray God, a gentleman.”</p> -<p class="verse6">—<em>Epilogue to Dr. Birch and his Pupils.</em></p> -</div></div> -<hr class="r10a" /> - -<p class="p4" /> -<div class="figcenter"> -<img src="images/colophon.jpg" width="100" alt="Publisher's colophon" /> -</div> - -<p class="p2 pfs150">THE A. S. BARNES COMPANY<br /> -<span class="smcap">New York and Chicago</span></p> - - -<hr class="chap pg-brk" /> - -<p class="p6" /> -<p class="pfs80">COPYRIGHT, 1888<br /> -<span class="fs120">E. L. KELLOGG & CO.</span><br /> -NEW YORK</p> - -<p class="p6" /> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_3" id="Page_3">[Pg 3]</a></span></p> - -<h2><a name="INTRODUCTION" id="INTRODUCTION"></a><a href="#CONTENTS">INTRODUCTION.</a></h2> -<hr class="r20" /> - -<p>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.</p> - -<p>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.</p> - -<p>The underlying principles of courtesy should be inculcated,<span class="pagenum"><a name="Page_4" id="Page_4">[4]</a></span> -that children may know it is more than an -empty show.</p> - -<p>Children need to learn the definite language <ins class="corr" title="Transcriber's Note—Original text: 'courtesy employes'">courtesy -employs</ins>. This to many children is a new language, -and can only be accomplished by definite teaching. Beside, -if manners are considered of sufficient importance -to be counted a regular part of the school, they will -attract much more importance. Accompanying this by -observance on the part of teacher, the pupil acquires a -valuable knowledge.</p> - -<p>Good manners ever prove an invaluable aid in doing -away with many of the unpleasantnesses of school-life. -Courtesy of manner under all circumstances means great -self-control, and a lack of self-control in teacher or -pupil is the origin of most misdemeanors in school. -Aside from the benefits to be derived in the school-room, -gentle manners help one on in the world wonderfully. -They are more powerful in many cases than -their other knowledge. “All doors fly open to the one -who possesses them.”</p> - -<p>“Manners are the shadows of great virtues.”—<cite>Whately.</cite> -“High thoughts seated in a heart of courtesy.”—<cite>Sir -Philip Sidney.</cite> Mr. Calvert says: “A gentleman is -never unduly familiar; takes no liberties; is chary of -questions; is neither artificial nor affected; is as little -obtrusive upon the mind or feelings of others as on their -persons; bears himself tenderly toward the weak and -unprotected; is not arrogant; cannot be supercilious; can -be self-denying without struggle; is not vain of his -advantages; habitually subordinates his lower to his -higher self; is, in his best condition, electric with truth, -buoyant with veracity.”</p> - -<p><span class="pagenum"><a name="Page_5" id="Page_5">[5]</a></span></p> - -<p><em>In a right conception of <ins class="corr" title="Transcriber's Note—Original text: 'good breading'">good breeding</ins> the moral -element predominates.</em> With this idea in view, no one -should attempt to instruct in good manners who has -not the ability to instil into the minds of children its -<em>fundamental principles</em>. True courtesy implies strict -honor, self-possession, forbearance, generous and refined -feeling, all culminating in a polished deportment.</p> - -<p>When teachers consider manners in this high sense, -and teach them accordingly, they give their pupils that -which will bring them much more happiness in life than -any amount of knowledge teaching without it.</p> - - -<h3>AIM OF THIS WORK.</h3> - -<p>1. To furnish material for lessons in manners suitable -to be taught in the schools, and adapted to different -grades of pupils.</p> - -<p>2. To furnish illustrative lessons showing the main -lines of thought to be pursued, the length of the lesson, -and the simplicity of method to be employed.</p> - -<p>3. To impress both teachers and pupils with a need -of the knowledge of good manners.</p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_6" id="Page_6">[6]</a></span></p> - -<p>“A <em>gentleman</em> can have no better watchword than that sung at -Bethlehem: ‘Peace on earth, good will to men.’</p> - -<div class="poetry-container"><div class="poetry fs120"> -<div class="stanza"> -<p class="verseq">“Come wealth or want, come good or ill.</p> -<p class="verse">Let old and young accept their part,</p> -<p class="verse">And bow before the awful will,</p> -<p class="verse">And bear it with an honest heart.</p> -</div> -<div class="stanza"> -<p class="verseq">“Who misses or who wins the prize,</p> -<p class="verse">Go, lose or conquer as you can;</p> -<p class="verse">But if you fall, or if you rise,</p> -<p class="verse">Be each, pray God, a gentleman.</p> -</div> -<div class="stanza"> -<p class="verseq">“A gentleman, or old or young!</p> -<p class="verse">(Bear kindly with my humble lay.)</p> -<p class="verse">The sacred chorus first was sung</p> -<p class="verse">Upon the first of Christmas days.</p> -</div> -<div class="stanza"> -<p class="verseq">“The shepherds heard it overhead;</p> -<p class="verse">The Joyful angels raised it then:</p> -<p class="verse">Glory to God on high, it said,</p> -<p class="verse">And peace on earth to gentle—men.”</p> - -<p class="verse2">—<cite>Epilogue to Dr. Birch and his Young Friends.</cite></p> -<p class="verse8"><span class="smcap">T. T. Munger</span> in “On the Threshold.”</p> -</div></div></div> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_7" id="Page_7">[7]</a></span></p> - -<p class="p4" /> -<h2><a name="CONTENTS" id="CONTENTS">CONTENTS.</a></h2> -<hr class="r20" /> - -<div class="center fs90"> -<table border="0" cellpadding="4" cellspacing="0" width="95%" summary=""> -<tr><td class="tdl wd10"></td><td class="tdl wd70"></td><td class="tdr fs80">PAGE</td></tr> -<tr><td class="tdl smcap" colspan="2">Introduction,</td><td class="tdr"><a href="#Page_3">3</a></td></tr> -<tr><td class="tdl pad3" colspan="2">Importance of the definite teaching of manners,</td><td class="tdr"><a href="#Page_3">3</a></td></tr> -<tr><td class="tdl pad3" colspan="2">The underlying principles of good manners,</td><td class="tdr"><a href="#Page_3">3</a></td></tr> -<tr><td class="tdl" colspan="2">Aim of the work,</td><td class="tdr"><a href="#Page_5">5</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_I">CHAPTER I.</a></em></td></tr> -<tr><td class="tdl" colspan="2">General directions for teaching manners,</td><td class="tdr"><a href="#Page_13">13</a></td></tr> -<tr><td class="tdl" colspan="2">Special directions to teachers,</td><td class="tdr"><a href="#Page_15">15</a></td></tr> -<tr><td class="tdl" colspan="2"><ins class="corr" title="Transcriber's Note—This entry not present in original text.">Practical training in manners</ins></td><td class="tdr"><a href="#Page_18">18</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_II">CHAPTER II.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Lessons on Manners. For the Youngest Pupils.</td></tr> -<tr><td class="tdl">Lesson 1.</td><td class="tdl">Awakening an interest in manners in general,</td><td class="tdr"><a href="#Page_21">21</a></td></tr> -<tr><td class="tdl pad5">2.</td><td class="tdl">Kindness an element of politeness,</td><td class="tdr"><a href="#Page_22">22</a></td></tr> -<tr><td class="tdl pad5">3.</td><td class="tdl">Seeking the happiness of others an element of good manners,</td><td class="tdr"><a href="#Page_23">23</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_III">CHAPTER III.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Lessons on Manners. Second Two Years.</td></tr> -<tr><td class="tdl">Lesson 4.</td><td class="tdl">Kindness and unselfishness two underlying principles of good manners,</td><td class="tdr"><a href="#Page_25">25</a></td></tr> -<tr><td class="tdl pad5">5.</td><td class="tdl">To follow the example of the best people a reason for cultivating good manners,</td><td class="tdr"><a href="#Page_26">26</a></td></tr> -<tr><td class="tdl pad5">6.</td><td class="tdl">Gaining the esteem of others a reason for cultivating good manners,</td><td class="tdr"><a href="#Page_28">28</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_IV">CHAPTER IV.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Manners in School. First Two Years.</td></tr> -<tr><td class="tdc" colspan="2"><em>Illustrative Lessons.</em></td></tr> -<tr><td class="tdl">Lesson 7.</td><td class="tdl">The necessity of good manners in school,</td><td class="tdr"><a href="#Page_29">29</a></td></tr> -<tr><td class="tdl pad5">8.</td><td class="tdl">Regularity of attendance at school is a mark of good manners,</td><td class="tdr"><a href="#Page_30">30</a></td></tr> -<tr><td class="tdl pad5"><span class="pagenum"><a name="Page_8" id="Page_8">[8]</a></span> - 9.</td><td class="tdl">Punctuality of attendance at school is a sign of good manners,</td><td class="tdr"><a href="#Page_31">31</a></td></tr> -<tr><td class="tdl pad5">10.</td><td class="tdl">Cleanliness is one sign of good manners in school,</td><td class="tdr"><a href="#Page_33">33</a></td></tr> -<tr><td class="tdl pad5">11.</td><td class="tdl">Care in keeping the school-room clean is a sign of good manners,</td><td class="tdr"><a href="#Page_34">34</a></td></tr> -<tr><td class="tdc" colspan="2"><em>Subjects for Additional Lessons.</em></td></tr> -<tr><td class="tdl pad3" colspan="2">1. Care of school-furniture,</td><td class="tdr"><a href="#Page_35">35</a></td></tr> -<tr><td class="tdl pad3" colspan="2">2. Care of halls, piazzas, walls,</td><td class="tdr"><a href="#Page_35">35</a></td></tr> -<tr><td class="tdl pad3" colspan="2">3. Care of school-grounds,</td><td class="tdr"><a href="#Page_35">35</a></td></tr> -<tr><td class="tdl pad3" colspan="2">4. Care of books,</td><td class="tdr"><a href="#Page_35">35</a></td></tr> -<tr><td class="tdl pad3" colspan="2">5. Economy in using what is furnished by the school,</td><td class="tdr"><a href="#Page_35">35</a></td></tr> -<tr><td class="tdl pad3" colspan="2">6. Care in using and returning borrowed articles,</td><td class="tdr"><a href="#Page_35">35</a></td></tr> -<tr><td class="tdl pad3" colspan="2">7. Quiet conduct in the school-room at all times,</td><td class="tdr"><a href="#Page_35">35</a></td></tr> -<tr><td class="tdl">Lesson 12.</td><td class="tdl">How pupils should conduct themselves toward their teachers,</td><td class="tdr"><a href="#Page_35">35</a></td></tr> -<tr><td class="tdc" colspan="2"><em>Subjects for Additional Lessons.</em></td></tr> -<tr><td class="tdl pad3" colspan="2">1. Rendering assistance to teachers,</td><td class="tdr"><a href="#Page_36">36</a></td></tr> -<tr><td class="tdl pad3" colspan="2">2. Care in not interrupting a teacher,</td><td class="tdr"><a href="#Page_36">36</a></td></tr> -<tr><td class="tdl pad3" colspan="2">3. Kind <ins class="corr" title="Transcriber's Note—Original text: 'treatment of schoolmates'">treatment of school-mates</ins>,</td><td class="tdr"><a href="#Page_36">36</a></td></tr> -<tr><td class="tdl pad3" colspan="2">4. Respectful treatment of the janitor,</td><td class="tdr"><a href="#Page_36">36</a></td></tr> -<tr><td class="tdl pad3" colspan="2">5. Respectful treatment of visitors,</td><td class="tdr"><a href="#Page_36">36</a></td></tr> -<tr><td class="tdl pad3" colspan="2">6. Respectful treatment of those who address the school,</td><td class="tdr"><a href="#Page_36">36</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_V">CHAPTER V.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Manners in School. Second Two Years.</td></tr> -<tr><td class="tdc" colspan="2"><em>Illustrative Lessons.</em></td></tr> -<tr><td class="tdl">Lesson 13.</td><td class="tdl">The necessity of good manners in school,</td><td class="tdr"><a href="#Page_37">37</a></td></tr> -<tr><td class="tdl pad5">14.</td><td class="tdl">Regularity of attendance at school is a sign of good manners,</td><td class="tdr"><a href="#Page_38">38</a></td></tr> -<tr><td class="tdl pad5">15.</td><td class="tdl">Punctuality of attendance at school is the sign of good manners,</td><td class="tdr"><a href="#Page_40">40</a></td></tr> -<tr><td class="tdl pad5">16.</td><td class="tdl">Cleanliness is one sign of good manners,</td><td class="tdr"><a href="#Page_41">41</a></td></tr> -<tr><td class="tdl pad5">17.</td><td class="tdl">Care for school-belongings is a sign of good manners,</td><td class="tdr"><a href="#Page_42">42</a></td></tr> -<tr><td class="tdc" colspan="2"><em>Subjects for Additional Lessons.</em></td></tr> -<tr><td class="tdl pad3" colspan="2"><ins class="corr" title="Transcriber's Note—This numbering not present in original text.">1.</ins> Care of books,</td><td class="tdr"><a href="#Page_43">43</a></td></tr> -<tr><td class="tdl pad3" colspan="2"><ins class="corr" title="Transcriber's Note—This numbering not present in original text.">2.</ins> Economy in using what is furnished by the school,</td><td class="tdr"><a href="#Page_43">43</a></td></tr> -<tr><td class="tdl pad3" colspan="2"><ins class="corr" title="Transcriber's Note—This numbering not present in original text.">3.</ins> Care in using and returning borrowed articles,</td><td class="tdr"><a href="#Page_43">43</a></td></tr> -<tr><td class="tdl pad3" colspan="2"><ins class="corr" title="Transcriber's Note—This numbering not present in original text.">4.</ins> Quiet conduct in the school-room at all times,</td><td class="tdr"><a href="#Page_43">43</a></td></tr> -<tr><td class="tdl">Lesson 18.</td><td class="tdl">How pupils should conduct themselves toward their teacher,</td><td class="tdr"><a href="#Page_43">43</a></td></tr> -<tr><td class="tdc padt" colspan="2"><span class="pagenum"><a name="Page_9" id="Page_9">[9]</a></span> - <em><a href="#Chapter_VI">CHAPTER VI.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Manners at Home. First Two Years.</td></tr> -<tr><td class="tdc" colspan="2"><em>Illustrative Lessons.</em></td></tr> -<tr><td class="tdl">Lesson 19.</td><td class="tdl">Awakening an interest in home manners,</td><td class="tdr"><a href="#Page_45">45</a></td></tr> -<tr><td class="tdl pad5">20.</td><td class="tdl">The attention due to home friends,</td><td class="tdr"><a href="#Page_46">46</a></td></tr> -<tr><td class="tdl" colspan="2"><ins class="corr" title="Transcriber's Note—Original text: 'Subjects suggested'">“Keys” suggested</ins> for additional lessons,</td><td class="tdr"><a href="#Page_47">47</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_VII">CHAPTER VII.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Manners at Home. Second Two Years.</td></tr> -<tr><td class="tdc" colspan="2"><em>Illustrative Lessons.</em></td></tr> -<tr><td class="tdl">Lesson 21.</td><td class="tdl">The polite attentions due to home friends,</td><td class="tdr"><a href="#Page_48">48</a></td></tr> -<tr><td class="tdc" colspan="2"><ins class="corr" title="Transcriber's Note—This entry not present in original text."><em>Subjects for additional lessons.</em></ins></td></tr> -<tr><td class="tdl pad3" colspan="2"><ins class="corr" title="Transcriber's Note—This entry not present in original text.">1. Special politeness to very old people in the family,</ins></td><td class="tdr"><a href="#Page_49">49</a></td></tr> -<tr><td class="tdl pad3" colspan="2"><ins class="corr" title="Transcriber's Note—This entry not present in original text.">2. Polite treatment of visitors,</ins></td><td class="tdr"><a href="#Page_49">49</a></td></tr> -<tr><td class="tdl pad3" colspan="2"><ins class="corr" title="Transcriber's Note—This entry not present in original text.">3. Polite treatment of servants,</ins></td><td class="tdr"><a href="#Page_49">49</a></td></tr> -<tr><td class="tdl" colspan="2">Reminders,</td><td class="tdr"><a href="#Page_49">49</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_VIII">CHAPTER VIII.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Manners in Public. First Two Years.</td></tr> -<tr><td class="tdc" colspan="2"><em>Illustrative Lessons.</em></td></tr> -<tr><td class="tdl">Lesson 22.</td><td class="tdl">The necessity of good manners in the street,</td><td class="tdr"><a href="#Page_51">51</a></td></tr> -<tr><td class="tdl pad5">23.</td><td class="tdl">Undue curiosity shown in the street is impolite,</td><td class="tdr"><a href="#Page_52">52</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_IX">CHAPTER IX.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Manners in Public. Second Two Years.</td></tr> -<tr><td class="tdc" colspan="2"><em>Illustrative Lesson.</em></td></tr> -<tr><td class="tdl">Lesson 24.</td><td class="tdl">The necessity of good manners in the street,</td><td class="tdr"><a href="#Page_54">54</a></td></tr> -<tr><td class="tdc" colspan="2"><em>Subjects for Additional Lessons for Both Grades.</em></td></tr> -<tr><td class="tdl pad3" colspan="2">1. Polite attention toward elderly people on the street,</td><td class="tdr"><a href="#Page_55">55</a></td></tr> -<tr><td class="tdl pad3" colspan="2">2. Polite attention towards strangers who make inquiries,</td><td class="tdr"><a href="#Page_55"><ins class="corr" title="Transcriber's Note—Original text: '55' was absent">55</ins></a></td></tr> -<tr><td class="tdl pad3" colspan="2">3. Church manners,</td><td class="tdr"><a href="#Page_55">55</a></td></tr> -<tr><td class="tdl pad3" colspan="2">4. Manners at places of entertainment,</td><td class="tdr"><a href="#Page_55">55</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_X">CHAPTER X.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Table Manners. First Two Years.</td></tr> -<tr><td class="tdc" colspan="2"><em>Illustrative Lessons.</em></td></tr> -<tr><td class="tdl">Lesson 25.</td><td class="tdl">The necessity of good table manners,</td><td class="tdr"><a href="#Page_56">56</a></td></tr> -<tr><td class="tdl pad5">26.</td><td class="tdl">Punctuality at the table is desirable,</td><td class="tdr"><a href="#Page_57">57</a></td></tr> -<tr><td class="tdl pad5">27.</td><td class="tdl">Polite attention is specially due the lady of the house,</td><td class="tdr"><a href="#Page_58">58</a></td></tr> -<tr><td class="tdl pad5">28.</td><td class="tdl">Selfishness at the table is a sign of bad manners,</td><td class="tdr"><a href="#Page_59">59</a></td></tr> -<tr><td class="tdl pad5">29.</td><td class="tdl">Some forms of polite expressions used at table,</td><td class="tdr"><a href="#Page_60">60</a></td></tr> -<tr><td class="tdc padt" colspan="2"><span class="pagenum"><a name="Page_10" id="Page_10">[10]</a></span> - <em><a href="#Chapter_XI">CHAPTER XI.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Table Manners. Second Two Years.</td></tr> -<tr><td class="tdc" colspan="2"><em>Illustrative Lessons.</em></td></tr> -<tr><td class="tdl">Lesson 30.</td><td class="tdl">The necessity of good table manners,</td><td class="tdr"><a href="#Page_61">61</a></td></tr> -<tr><td class="tdl pad5">31.</td><td class="tdl">The deference due the lady of the house at table,</td><td class="tdr"><a href="#Page_62">62</a></td></tr> -<tr><td class="tdl pad5">32.</td><td class="tdl">Some polite usages at table,</td><td class="tdr"><a href="#Page_63">63</a></td></tr> -<tr><td class="tdc" colspan="2"><ins class="corr" title="Transcriber's Note—This entry not present in original text."><em>Subjects for Additional Lessons for Both Grades.</em></ins></td></tr> -<tr><td class="tdl pad3" colspan="2"><ins class="corr" title="Transcriber's Note—This entry not present in original text.">1. Use of fork and spoon, with practical illustrations,</ins></td><td class="tdr"><a href="#Page_63">63</a></td></tr> -<tr><td class="tdl pad3" colspan="2"><ins class="corr" title="Transcriber's Note—This entry not present in original text.">2. Impoliteness of rapid eating,</ins></td><td class="tdr"><a href="#Page_63">63</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_XII">CHAPTER XII.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Lesson on Manners. For Advanced Pupils.</td></tr> -<tr><td class="tdl">Lesson 1.</td><td class="tdl">To suggest the underlying principles of good manners,</td><td class="tdr"><a href="#Page_64">64</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_XIII">CHAPTER XIII.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Manners in School.</td></tr> -<tr><td class="tdl">Lesson 2.</td><td class="tdl">The necessity of good manners in school,</td><td class="tdr"><a href="#Page_66">66</a></td></tr> -<tr><td class="tdl pad5">3.</td><td class="tdl">Regularity and punctuality of attendance are signs of good manners,</td><td class="tdr"><a href="#Page_67">67</a></td></tr> -<tr><td class="tdl pad5">4.</td><td class="tdl">Cleanliness is one sign of good manners in school,</td><td class="tdr"><a href="#Page_67">67</a></td></tr> -<tr><td class="tdl pad5">5.</td><td class="tdl">Care for school-belongings is a sign of good manners,</td><td class="tdr"><a href="#Page_68">68</a></td></tr> -<tr><td class="tdl pad5">6.</td><td class="tdl">How pupils should conduct themselves toward their teacher,</td><td class="tdr"><a href="#Page_69">69</a></td></tr> -<tr><td class="tdl" colspan="2">Subjects for additional lessons,</td><td class="tdr"><a href="#Page_71">71</a></td></tr> -<tr><td class="tdl" colspan="2">Reminders,</td><td class="tdr"><a href="#Page_71">71</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_XIV">CHAPTER XIV.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Personal Habits.</td></tr> -<tr><td class="tdl">Lesson 7.</td><td class="tdl">The necessity of attention to personal habits,</td><td class="tdr"><a href="#Page_73">73</a></td></tr> -<tr><td class="tdl" colspan="2">Suggestions for instruction relating to personal habits,</td><td class="tdr"><a href="#Page_74">74</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_XV">CHAPTER XV.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Manners in Public.</td></tr> -<tr><td class="tdl">Lesson 8.</td><td class="tdl">Some particulars of street manners,</td><td class="tdr"><a href="#Page_76">76</a></td></tr> -<tr><td class="tdl" colspan="2">Suggestions for further instructions,</td><td class="tdr"><a href="#Page_77">77</a></td></tr> -<tr><td class="tdl" colspan="2">Reminders,</td><td class="tdr"><a href="#Page_78">78</a></td></tr> -<tr><td class="tdc padt" colspan="2"><span class="pagenum"><a name="Page_11" id="Page_11">[11]</a></span> - <em><a href="#Chapter_XVI">CHAPTER XVI.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Table Manners.</td></tr> -<tr><td class="tdl">Lesson 9.</td><td class="tdl">The importance of good table manners,</td><td class="tdr"><a href="#Page_81">81</a></td></tr> -<tr><td class="tdl" colspan="2">Subjects for additional lessons,</td><td class="tdr"><a href="#Page_82">82</a></td></tr> -<tr><td class="tdl" colspan="2">Reminders,</td><td class="tdr"><a href="#Page_82">82</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_XVII">CHAPTER XVII.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Manners in Society.</td></tr> -<tr><td class="tdl" colspan="2">Suggestions for lessons,</td><td class="tdr"><a href="#Page_85">85</a></td></tr> -<tr><td class="tdl" colspan="2">Reminders,</td><td class="tdr"><a href="#Page_87">87</a></td></tr> -<tr><td class="tdc padt" colspan="2"><em><a href="#Chapter_XVIII">CHAPTER XVIII.</a></em></td></tr> -<tr><td class="tdc smcap" colspan="2">Miscellaneous Items.</td></tr> -<tr><td class="tdl" colspan="2"><ins class="corr" title="Transcriber's Note—Original text: 'Practical training in manners,'">Miscellaneous items,</ins></td><td class="tdr"><a href="#Page_90">90</a></td></tr> -<tr><td class="tdl" colspan="2">Suggestive stories, fables, anecdotes, and poems,</td><td class="tdr"><a href="#Page_91">91</a></td></tr> -</table></div> - -<div class="center fs90"> -<table border="0" cellpadding="4" cellspacing="0" width="95%" summary=""> -<tr><td class="tdl wd45"> 1. Little Jack.</td><td class="tdl wd45">13. The Drum and the Vase of Sweet Herbs.</td></tr> -<tr><td class="tdl"> 2. The Boy and the Sparrows.</td><td class="tdl">14. Love.</td></tr> -<tr><td class="tdl"> 3. The Unhappy Boy.</td><td class="tdl">15. Treatment of the Aged.</td></tr> -<tr><td class="tdl"> 4. Which was the Gentleman?</td><td class="tdl">16. Civility to Strangers.</td></tr> -<tr><td class="tdl"> 5. The Elder Brother.</td><td class="tdl">17. A Good rule.</td></tr> -<tr><td class="tdl"> 6. The Gnat and the Bull.</td><td class="tdl">18. Character.</td></tr> -<tr><td class="tdl"> 7. A Real Lady.</td><td class="tdl">19. Honor.</td></tr> -<tr><td class="tdl"> 8. Cautions.</td><td class="tdl">20. Consideration for Others.</td></tr> -<tr><td class="tdl"> 9. Letter of Recommendation.</td><td class="tdl">21. Truthfulness.</td></tr> -<tr><td class="tdl">10. A Gentlemanly Lad.</td><td class="tdl">22. Delicacy.</td></tr> -<tr><td class="tdl">11. A Series of Don’ts.</td></tr> -<tr><td class="tdl">12. Family Intercourse.</td></tr> -<tr><td class="tdl smcap padt" colspan="2">Memory Gems,</td><td class="tdr"><a href="#Page_102">102</a></td></tr> -</table></div> - - - <div class="chapter"> -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_12" id="Page_12">[12]</a></span><br /> - <span class="pagenum"><a name="Page_13" id="Page_13">[13]</a></span></p> - -<p class="pfs180">HOW TO TEACH MANNERS IN -THE SCHOOL-ROOM.</p> - -<hr class="r20" /> -<h2 class="lht"><a name="Chapter_I" id="Chapter_I"></a><a href="#CONTENTS"><span class="antiqua">Chapter I.</span></a><br /> -<br /> -<span class="fs90"><em>GENERAL DIRECTIONS FOR TEACHING MANNERS.</em></span></h2> - -<h3><span class="hidden">GENERAL DIRECTIONS FOR TEACHING MANNERS.</span></h3> - </div> - -<p><b>1.</b> In teaching manners to young children there is no -better example to be followed than that of a careful -mother, who takes advantage of incidents of every-day -life to impress a truth upon the mind of her child. By -such means the ideal standard is kept in close relation -to the child’s conduct until it is taken up and assimilated -into his nature. For this reason it is better to begin -the definite teaching of manners with reference to the -school, and as far as possible to allow actual occurrences -to suggest or illustrate the point to be considered. The -lesson that will fit the needs of the occasion is the most -effective. Just here it may be remarked that, within -bounds, a teacher is justified in taking advantage of -these opportunities, even if it somewhat disturbs the -formality of a rigid programme of school-work.</p> - -<p><span class="pagenum"><a name="Page_14" id="Page_14">[14]</a></span></p> - -<p><b>2.</b> The mother’s method may be followed still farther -in making the definite lesson as informal as possible. -Questions should be asked to awaken thought, and the -lesson should partake more of the nature of a familiar -conversation than of a school exercise. Pupils should -be allowed to tell what they know on certain points, and -new truths should be “developed” as in other subjects.</p> - -<p><b>3.</b> The instruction to older pupils may be given in a -similar manner, but less simply; or the item may be read -with or without comment. This lesson serves to instruct -those ignorant of prevailing forms, and to keep the -matter before the minds of others who are better informed. -When pupils are old enough, if not provided -with a text-book on manners, it is well for them to -make a note of the directions given.</p> - -<p><b>4.</b> The time given to this subject must be regulated -by the other work in the school. A few minutes daily -will amount to a great deal in the course of years.</p> - -<p><b>5.</b> A plan that has been successfully pursued is to allow -ten minutes for the opening exercises of school, and -to make a brief lesson in manners a part of these exercises. -It is not the aim of the author that the illustrative -lessons shall be arbitrarily followed. That would be -to aim at an impossibility. If success is expected, it is -even more necessary in this branch than in others that -the work be stamped with the individuality of the -teacher. There must also be a certain compass of expression -and force and earnestness of manner in giving -these lessons which cannot be imparted to the printed -page.</p> - -<p><b>6.</b> Brevity is essential, as the effect sought would be<span class="pagenum"><a name="Page_15" id="Page_15">[15]</a></span> -lost if the lesson became tiresome. Moreover, it is not -intended to add to the already overburdened curriculum -of most schools. Teachers should exercise care in selecting -items adapted to the age and capacity of their -pupils. It is needless to add that as far as there is opportunity -teachers should see that precept and practice -go hand-in-hand.</p> - - -<h3 class="p2 fs90 lsp">SPECIAL DIRECTIONS TO TEACHERS.</h3> - -<p><b>1.</b> <b>The manners of pupils are usually similar to those -of the teacher.</b> It is therefore of the utmost importance -that he should himself exemplify true courtesy, because -he will be imitated. His whole bearing and manner in -the presence of pupils should be above criticism. If not -conversant with the details of a code of manners, it is -obligatory upon him to become so, and to conform his -manners to it.</p> - -<p><b>2.</b> <b>A high and loud tone of voice</b> should not have -place in a school-room.</p> - -<p>There is perhaps no more unrefining influence unconsciously -exerted by a teacher than that of a loud voice. -Emerson says, “Loudness is rude, quietness always genteel,” -and in nothing is the truth more apparent than in -the voice. As children are close imitators, if teachers -speak in a loud and dictatorial manner, so will their -pupils.</p> - -<p>A teacher’s voice should be as melodious as nature -permits, and its effect should be heightened by all the -modulations and intonations used in polite conversation. -Suitable language <em>voiced</em> in this manner not only has a<span class="pagenum"><a name="Page_16" id="Page_16">[16]</a></span> -most refining influence on the character and manners of -pupils, but is often the only instrumentality needed in -the formal “government” of the school.</p> - -<p><b>3.</b> <b>A teacher should assume no attitude in a school-room -which is not proper for the pupils.</b> Here again the -natural propensity of children to imitate should be remembered. -Teachers have been known to censure -children for carelessness in posture when they themselves -were guilty of the same. There is no instruction -of this kind so impressive as that of example, and if -teachers wish their pupils to be patterns of propriety in -attitude, motions, actions, they themselves must furnish -the model.</p> - -<p><b>4.</b> <b>Teachers should not be careless in personal habits.</b> -Besides formal instruction relative to habits of cleanliness -and tidiness, the teacher should show the importance of -these habits by strict adherence to them. Teachers -should dress neatly and in good taste. This does not -necessarily involve expense. There should be no gaudiness -of dress, but due attention should be paid to harmony -of color and suitableness of fabric, and garments -should be made in prevailing styles. Attention to these -details will help to refine the tastes of pupils.</p> - -<p><b>5.</b> <b>Teachers should watch their tones and words with -great care.</b> It is not enough that expressions should be -grammatical, but they should be devoid of anything inelegant. -All proprieties of speech should be observed, even -(or especially) with the youngest children. <em>Severe</em> expressions, -arising from lack of self-control on the part of -the teacher, are productive of demoralization in the -school, and have a most unrefining effect on the pupils.</p> - -<p><span class="pagenum"><a name="Page_17" id="Page_17">[17]</a></span></p> - -<p>Let teachers observe the direction which they give to -their pupils,—</p> - -<div class="poetry-container"><div class="poetry"> -<p class="verseq">“Guard well while you are young</p> -<p class="verse">Ear and eye and <em>tongue</em>,—”</p> -</div></div> - -<p class="noindent">and it will be much more effectual than the memorizing -of the couplet. A polite request is at any time more -refining and effective than a stern command. Instead -of saying “Do this” or “Do that,” if teachers make a -practice of asking “Will you kindly do this?” or -“Please do that,” they will find their wishes more cheerfully -complied with, and less selfishness displayed in the -requests made by pupils.</p> - -<p><b>6.</b> <b>Teachers should not only guard their words, but the -expression of their countenances.</b> The expression should -be pleasant and indicative of kindness and common -sense. A stolid expression or constant smiling are both -exceedingly objectionable in a school-room, as elsewhere.</p> - -<p>Children are very susceptible either to smiles or -frowns, and both should be used with discretion. -Approving smiles, like approving words, may be given -as rewards, but a too liberal use detracts from their -value. It may seem to be setting up an ideal standard -to say that when in the school-room an angry or a petulant -look should never come upon a teacher’s face. It -is sometimes necessary to express regret, sorrow, or severity -in this manner, but anger and irritability never, -as that shows lack of self-control; and one of the serious -results of such a lack is impoliteness.</p> - -<p><b>7.</b> <b>Teachers should not indulge in modes of discipline -that are unrefining in their tendencies.</b> Happily the old<span class="pagenum"><a name="Page_18" id="Page_18">[18]</a></span> -barbaric modes of punishment are passing away. If -complete abolition of corporal punishment does not seem -feasible, any teacher ought to be possessed of sufficient -delicacy and refinement to avoid making such punishment -public. It should <em>never</em> be inflicted in the presence -of the school.</p> - - -<h3 class="p2 fs90 lsp">PRACTICAL TRAINING IN MANNERS.</h3> - -<p><b>1.</b> Ask the children daily to tell what opportunity -they have improved of being kind and polite.</p> - -<p><b>2.</b> The teacher should remark on any improvement -shown by the pupils, and lead pupils to talk of it. It is -well to allow them to talk without restraint so as to obtain -their real opinions. Tact will be needed to ward -off a feeling of self-gratulation or conceit, which may -otherwise be brought out when pupils tell of their own -polite acts.</p> - -<p><b>3.</b> Impress pupils with the idea that good manners is -one of the subjects pursued in the schools, and that it -will help them in life, and that practice shows progress -in this particular branch.</p> - -<p><b>4.</b> Without seeming to demand it, teachers should lead -children to offer them any service that is <em>not menial</em>. -Such attentions as disposing of wraps, umbrellas, etc., -fetching them when needed, picking up things accidentally -dropped, handing crayon, eraser, etc., lifting -or moving things, offering a chair, helping to put things -in their places at the close of school, should be rendered -to teachers by pupils. If, at first, in order to make -children see what offices are proper, the teacher must -ask for them, it should be as one would ask an equal,<span class="pagenum"><a name="Page_19" id="Page_19">[19]</a></span> -and not a servant; and any service rendered should be -most politely acknowledged.</p> - -<p><b>5.</b> The older children should be made to understand -the propriety of assuming some responsibility over the -younger. This is almost universally practiced in schools -where “busy work” is done, when the older pupils help -to distribute materials for such work, and to assist in -its execution. They should also assist those who need -aid in putting on or taking off wraps, overshoes, etc. -Children should understand that girls need not necessarily -assist girls, and boys boys, but that help should be -offered and accepted, as is convenient.</p> - -<p><b>6.</b> Children should be encouraged to try to settle disputes -or to quell disorder in any form. This does not -imply a system of monitorship. As young children are -pleased to do these things, it needs tact and watchfulness -on the teacher’s part to keep down an overbearing -or officious spirit. This may be accomplished -by appointing certain pupils for a definite length of -time, and by removing them from “office” when they -exceed their authority. These advisers are not to be -encouraged in tale-bearing. It should be considered -just cause for removal, unless the tale is told in order to -get the teacher’s advice as to the best mode of settling a -difficulty.</p> - -<p><b>7.</b> Pupils should be trained to receive and entertain -those who come to visit the schools. They should entertain -as politely in a school-room as in a parlor. When -visitors come, a pupil should answer the bell, politely -invite the company to enter, find them comfortable -seats, take their wraps if they wish to dispose of them,<span class="pagenum"><a name="Page_20" id="Page_20">[20]</a></span> -and offer any other attention the occasion may seem to -demand. To do this properly at the time implies previous -training—pupils acting as visitors. In this as in -other things, officiousness on the part of pupils should -be guarded against. Give opportunities to all pupils in -turn to show these attentions.</p> - -<p><b>8.</b> Whenever it is possible, every direction in manners -should be exemplified in the school-room. When -the school-room does not furnish illustrations, directions -should be made as real as possible to the youngest pupils, -as, for instance, they should actually be shown how -to hold the fork, how to drink from a tumbler, how to -enter a room, etc.</p> - -<p><b>9.</b> The polite phrases of society should be used by the -teacher to the pupil, and vice versa.</p> - -<p>In the discipline of the school, when children have -had training in good manners, the question “Is this -polite?” will oftentimes prove more effectual than a -severe reprimand. This has been demonstrated by actual -experience, even in schools difficult of control.</p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_21" id="Page_21">[21]</a></span></p> - -<h2><a name="Chapter_II" id="Chapter_II"></a><a href="#CONTENTS"><span class="antiqua">Chapter II.</span></a><br /> - -<span class="fs90"><em>LESSONS ON MANNERS.</em></span></h2> - - -<p class="p1 pfs90 lsp">LESSON I.</p> - -<p class="pfs90 lsp">For the Youngest Pupils.</p> - -<p><b>Purpose.</b>—To awaken an interest in manners in general.</p> - -<p><b>Method.</b>—A common incident in real life briefly described, -followed by questions and answers.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>As I was sitting on the piazza the other evening, -watching the sunset and listening to the chirp of the -birds, a boy passed along the sidewalk, and as he looked -up and saw me, he touched his hat and smiled and said, -“Good evening, Miss B.” I smiled back and answered -him, and as he passed on I thought about him. Why -did I think about him?</p> - -<p>“Because he was so pleasant to you.”</p> - -<p>Can you tell what I thought?</p> - -<p>“You thought he was good.”</p> - -<p>“You thought he was a nice boy.”</p> - -<p>Why did I think so?</p> - -<p>“Because he touched his hat.”</p> - -<p>“Because he smiled.”</p> - -<p>“Because he said, ‘Good evening, Miss B.’”</p> - -<p><span class="pagenum"><a name="Page_22" id="Page_22">[22]</a></span></p> - -<p>Yes, because he was polite to me. Can you tell why -we should be polite?</p> - -<p>“It makes people think of us.”</p> - -<p>“It makes people like us.”</p> - -<p>What must we learn, then, if we wish people to like -us?</p> - -<p>“To be polite.”</p> - - -<p class="p1x pfs90 lsp">LESSON II.</p> - -<p><b>Purpose.</b>—To suggest kindness as an element of politeness.</p> - -<p><b>Method.</b>-A supposed incident is used, and questions -given.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Suppose a new little girl should come into our room. -Perhaps she would come from a country far away from -this place. Her dress might be queer, and she might -not look like any other little girl in the room. What -do you think these boys and girls would do?</p> - -<p>“Look at her.”</p> - -<p>Oh, I hope not, for how would she feel?</p> - -<p>“I guess she wouldn’t like it.”</p> - -<p>“I think she would be scared.”</p> - -<p>“Perhaps she would cry.”</p> - -<p>If she should speak in her own way, not like ours, -what would happen then?</p> - -<p>“Like enough we should laugh.”</p> - -<p>Oh, no, I hope not.</p> - -<p>“I should feel sorry for her.”</p> - -<p>What would you <em>do</em> for her, May?</p> - -<p>“I would go and stand by her and speak to her.”</p> - -<p><span class="pagenum"><a name="Page_23" id="Page_23">[23]</a></span></p> - -<p>What would you say?</p> - -<p>“Please come and sit with me.”</p> - -<p>What would you say of May, children, if she should -do and say what she thinks she would?</p> - -<p>“That she is a good girl.”</p> - -<p>“She is a kind girl.”</p> - -<p>“And a polite girl.”</p> - -<p>What would you say of those children who stared and -laughed at her?</p> - -<p>“They were not kind.”</p> - -<p>“They were not polite.”</p> - -<p>What do you mean by politeness?</p> - -<p>“It is to speak kind words.”</p> - -<p>“And to do kind acts.”</p> - -<p>Yes. I will tell you what it is, in a pretty verse:</p> - -<div class="poetry-containerx"><div class="poetry"> -<p class="verseq">“Politeness is to do and say</p> -<p class="verse">The kindest thing in the kindest way.”</p> -</div></div> - -<p class="fs90"><em>Note.</em>—This couplet is to be memorized.</p> - - -<p class="p1x pfs90 lsp">LESSON III.</p> - -<p><b>Purpose.</b>—To suggest seeking the happiness of others -as an element of good manners.</p> - -<p><b>Method.</b>—A story told founded on an incident liable -to happen at any time, and a conversation deduced.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>One day I looked out on the play-ground, where there -were many children playing and seeming to have the -best kind of a time. On the other side of the ground -was one little girl looking as sad and lonely as you can -think. I was about to go and see if I could cheer her<span class="pagenum"><a name="Page_24" id="Page_24">[24]</a></span> -up, when another little girl whose name was Jennie, -and who had been playing with all her might, <ins class="corr" title="Transcriber's Note—Original text: 'happpened to see'">happened -to see</ins> her. She left her place and went to the stranger, -and said in a sweet way, “Wouldn’t you like to come -and play too? Come and take my place.” And away -they went hand-in-hand, looking as happy as two butterflies.</p> - -<p>Now, what do you think of Jennie?</p> - -<p>“She was good.”</p> - -<p>“She was kind.”</p> - -<p>“She asked the new girl to go and play.”</p> - -<p>Was that all?</p> - -<p>“She gave up her place in the game that the little -girl might play.”</p> - -<p>Was that very kind?</p> - -<p>“Yes, Miss B.”</p> - -<p>How did it make the little stranger feel?</p> - -<p>“Happy.”</p> - -<p>What do you say of such acts?</p> - -<p>“They are polite.”</p> - -<p>How, then, shall we be polite to others?</p> - -<p>“By trying to make them happy.”</p> - -<p><ins class="corr" title="Transcriber's Note—Original text: 'Note' was not italicized"><em>Note.</em></ins>—Although all the underlying principles of -politeness can be taught unconsciously to the youngest -pupils, it is better to teach but two formally, without unfamiliar -terms. The end sought in the first year of instruction -in this subject is to rouse thought and interest, -and to lead the pupil to make simple judgments. In -the next higher grade of lessons, other principles may -be formally taught, and new terms brought out. In -the highest grade all principles should be taught.</p> - - - <div class="chapter"> -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_25" id="Page_25">[25]</a></span></p> - -<h2><a name="Chapter_III" id="Chapter_III"></a><a href="#CONTENTS"><span class="antiqua">Chapter III.</span></a><br /> - -<span class="fs90"><em>LESSONS ON MANNERS.</em></span><br /> - -<span class="fs80">SECOND TWO YEARS.</span></h2> - </div> - - -<p class="pfs90 lsp">LESSON IV.</p> - -<p><b>Purpose.</b>—To suggest kindness and unselfishness as -two underlying principles of good manners.</p> - -<p><b>Method.</b>—A familiar conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Suppose a boy seated in the easiest chair in the room, -reading and enjoying himself, should rise on seeing his -mother enter, and offer her the chair. What would you -say of that boy?</p> - -<p>“That he was kind.”</p> - -<p>Then what kind of a heart would you suppose he had?</p> - -<p>“A kind heart.”</p> - -<p>And of whom did this kind heart lead him to think?</p> - -<p>“Of his mother.”</p> - -<p>Do you suppose he disliked to give up the chair?</p> - -<p>“I think he did.”</p> - -<p>“I think he was glad to give it up.”</p> - -<p>How could that be?</p> - -<p>“Why, he wanted the chair, but he loved his mother -so much he was glad to give it up.”</p> - -<p>Mary has told it very well. What can you say of him -beside that he was kind?</p> - -<p><span class="pagenum"><a name="Page_26" id="Page_26">[26]</a></span></p> - -<p>“He was unselfish.”</p> - -<p>What is it to be unselfish?</p> - -<p>“To think of others before ourselves.”</p> - -<p>And to what do kindness and unselfishness lead?</p> - -<p>“To politeness.”</p> - -<p>There is a rule that may help you in being unselfish -and polite, and I wish you to learn it. It is this:</p> - -<p>“Do to others as you wish others to do to you.”</p> - - -<p class="p1x pfs90 lsp">LESSON V.</p> - -<p><b>Purpose.</b>—To suggest as a reason for cultivating good -manners that we thus make our manners like those of the -best people.</p> - -<p><b>Method.</b>—Questions and answers.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Of what did we talk in our last lesson?</p> - -<p>“Of kindness.”</p> - -<p>“And trying to make others happy.”</p> - -<p>What is it to think of the happiness of others before -our own?</p> - -<p>“Unselfishness.”</p> - -<p>And if we practice unselfishness, what can be said of -us?</p> - -<p>“That we have good manners.”</p> - -<p>But do all kind and unselfish people have good -manners?</p> - -<p>(Some are in doubt.) Let us see. I do not think a -truly kind heart will allow any one to be rude, but how -is it in this case? It is not thought polite to eat with -the knife. Have you ever known kind people to do it?</p> - -<p>“Yes, Miss B.”</p> - -<p><span class="pagenum"><a name="Page_27" id="Page_27">[27]</a></span></p> - -<p>Why do you think they do it?</p> - -<p>“Because they know no better.”</p> - -<p>Can they learn better?</p> - -<p>“Yes, Miss B.”</p> - -<p>How?</p> - -<p>“From other people.”</p> - -<p>How from other people?</p> - -<p>“They can watch, and do what they see nice people -do.”</p> - -<p>And how do these nice people know?</p> - -<p>“Perhaps they have watched some other nice people.”</p> - -<p>If one who has used his knife in eating learns better, -what ought he to do?</p> - -<p>“To stop using it.”</p> - -<p>And if he continues to use it, what will be thought of -him?</p> - -<p>“That he is odd or queer.”</p> - -<p>Should you like to be thought odd or queer?</p> - -<p>“No ma’am.”</p> - -<p>Then what must you do?</p> - -<p>“We must watch people who know what good manners -are, and try to make our manners like theirs.”</p> - -<p>What kind of people are polite?</p> - -<p>“The best people.”</p> - -<p>If we learn to do as the best people do, how shall we -be considered?</p> - -<p>“To be <em>best</em> people.”</p> - -<p>Now tell me one reason why our manners should be -good.</p> - -<p>“Because the best people have good manners.”</p> - -<p>And another?</p> - -<p>“Because we wish to be considered <em>best</em>.”</p> - -<p><span class="pagenum"><a name="Page_28" id="Page_28">[28]</a></span></p> - - -<p class="p1x pfs90 lsp">LESSON 6.</p> - -<p><b>Purpose.</b>—To suggest gaining the esteem of others as -a reason why good manners should be cultivated.</p> - -<p><b>Method.</b>—A story.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>A boy once wished to find a place to work. He went -to a shop in town where he had heard help was needed. -Many were there before him, and he thought he -stood no chance at all of getting the work, but much to -his surprise <ins class="corr" title="Transcriber's Note—Original text: 'he was empoyled'">he was employed</ins>. He said, “Why, sir, I -did not expect it when so many were ahead of me.” -“Do you wish to know why I hired you?” said the gentleman. -“You came in quietly, you took off your hat, -you <ins class="corr" title="Transcriber's Note—Original text: 'gave you chair'">gave your chair</ins> to an old man, you stood patiently -until your turn came, and then you spoke pleasantly and -in a manly tone of voice; in fact, I saw you were a well-bred -boy, and that is the reason I hired you.”</p> - -<p>If this boy had been rude, what would have happened?</p> - -<p>“He would not have been employed.”</p> - -<p>How did the gentleman feel toward him?</p> - -<p>“He liked him.”</p> - -<p>What was his one reason for liking him? He had never -seen him before.</p> - -<p>“His manners were good.”</p> - -<p>If your manners are good, how will people feel toward -you?</p> - -<p>“They will like us.”</p> - -<p>Tell me, then, a reason why you should be polite.</p> - -<p>“We should be polite because people like us better -for it.”</p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_29" id="Page_29">[29]</a></span></p> - -<h2><a name="Chapter_IV" id="Chapter_IV"></a><a href="#CONTENTS"><span class="antiqua">Chapter IV.</span></a><br /> - -<span class="fs90"><em>MANNERS IN SCHOOL.</em></span><br /> - -<span class="fs80">FIRST TWO YEARS.</span></h2> - -<p class="pfs120 smcap">Illustrative Lessons.</p> - - -<p class="p1 pfs90 lsp">LESSON 7.</p> - -<p><b>Purpose.</b>—To show the necessity of good manners in -school.</p> - -<p><b>Method.</b>—A guessing lesson.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Shall we have a guessing game to-day?</p> - -<p>“Yes’m.”</p> - -<p>Very well. You may guess, Arthur, why I like to -have a boy enter this room quietly.</p> - -<p>“Because you have told him to.”</p> - -<p>What is it to do as I have told him?</p> - -<p>“It is minding you.”</p> - -<p>You may guess, Mary, what I should think of a boy -who came in noisily.</p> - -<p>“That he was rude.”</p> - -<p>And the other boy was——?</p> - -<p>“Polite.”</p> - -<p>Then if he minded me, it made him——?</p> - -<p>“Polite.”</p> - -<p><span class="pagenum"><a name="Page_30" id="Page_30">[30]</a></span></p> - -<p>You may guess, George, why I like to have Johnnie -pick up my crayon when I drop it.</p> - -<p>“You want it.”</p> - -<p>Yes, but I could get it for myself. Why do I like to -have Johnnie do it for me?</p> - -<p>“It shows how kind he is.”</p> - -<p>If he should not pick it up, would it be because he was -unkind?</p> - -<p>“Perhaps he wouldn’t think.”</p> - -<p>What have we learned about those who try to think of -doing others a kindness?</p> - -<p>“That they are polite.”</p> - -<p>You may guess how I feel toward Johnnie when he is -kind and polite to me.</p> - -<p>“You like him.”</p> - -<p>May I guess that you like me when I am kind and -polite to you?</p> - -<p>“Yes, Miss B.”</p> - -<p>Suppose we should always be kind and polite to each -other here in school, what kind of a school should we -have?</p> - -<p>“A good school.”</p> - -<p>“A pleasant school.”</p> - -<p>Then we must try and make our manners in school -good. I must be polite to you, and you polite to me.</p> - - -<p class="p1 pfs90 lsp">LESSON 8.</p> - -<p><b>Purpose.</b>—To show that regularity of attendance at -school is a mark of good manners.</p> - -<p><b>Method.</b>—A conversation.</p> - -<p><span class="pagenum"><a name="Page_31" id="Page_31">[31]</a></span></p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>You may read a part of yesterday’s lesson, Susie.</p> - -<p>“I can’t.”</p> - -<p>Why not?</p> - -<p>“I was not here yesterday, and I don’t know the -lesson.”</p> - -<p>Why were you not here?</p> - -<p>“I did not wish to come.”</p> - -<p>What did you lose by not coming?</p> - -<p>“My lessons.”</p> - -<p>Does that make any hard work for me, Susie?</p> - -<p>“Yes’m. You will have to teach the lesson again.”</p> - -<p>What will the rest of the class do while I am teaching -you this lesson?</p> - -<p>“They will have to wait for me.”</p> - -<p>What is thought of a school when the pupils do not -come steadily?</p> - -<p>“That it is not a good school.”</p> - -<p>Tell me, then, why it is unfair for pupils to stay away -from school, when they can come.</p> - -<p>“It makes extra work for the teacher.”</p> - -<p>“It keeps the rest of the class waiting.”</p> - -<p>“It gives the school a bad name.”</p> - -<p>Yes, and all this is unkind, and if unkind——?</p> - -<p>“It is impolite.”</p> - - -<p class="p1 pfs90 lsp">LESSON 9.</p> - -<p><b>Purpose.</b>—To show that punctuality of attendance at -school is a sign of good manners.</p> - -<p><b>Method.</b>—A contrast drawn and lesson deduced.</p> - -<p><span class="pagenum"><a name="Page_32" id="Page_32">[32]</a></span></p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>It is not a little boy in our room of whom I am about -to tell you. I hope there is not such a child in <em>our</em> room. -But there is a boy <em>somewhere</em> who has to be called and -called in the morning, and then he yawns, and takes -another nap, and puts off getting out of bed as long as -he possibly can. He is late at breakfast, late in doing -his morning’s work, and late at school. He goes into his -school-room after the rest are at their work, and disturbs -the teacher and the children, feels very unhappy, and -perhaps gets a mark that he does not like.</p> - -<p>There is another boy <em>somewhere</em>, and I guess right -here in this room. <em>He</em> does not wait for his mother to -call him, but when it is time he springs out of bed, and -is ready in time for his breakfast, and gets his work done, -and starts for school with a happy face, and arrives there -in time for a game with his school-mates and a pleasant -word with his teacher before school begins. Which one -of these boys would you rather be, John?</p> - -<p>“The one who is not late.”</p> - -<p>Why?</p> - -<p>“Because it makes trouble when we come in late.”</p> - -<p>How does it make trouble?</p> - -<p>“We do not mind you, for you have told us not to -be late.”</p> - -<p>“Sometimes you have to stop the lesson and help us -take off our things.”</p> - -<p>“And show us the place in the book.”</p> - -<p>And how about the class?</p> - -<p><span class="pagenum"><a name="Page_33" id="Page_33">[33]</a></span></p> - -<p>“They look at us when we come in, and forget their -lesson.”</p> - -<p>If you are unkind enough not to mind me, and to -disturb the class, what are your manners?</p> - -<p>“Bad.”</p> - -<p>Tell me how it is if you try not to be late.</p> - -<p>“We are kind and polite.”</p> - - -<p class="p1 pfs90 lsp">LESSON 10.</p> - -<p><b>Purpose.</b>—To show that cleanliness is one sign of good -manners in school.</p> - -<p><b>Method.</b>—A conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>You may tell me what you do in getting ready to go -on a visit.</p> - -<p>“We bathe.”</p> - -<p>“And comb our hair.”</p> - -<p>“And clean our nails.”</p> - -<p>“And put on our best clothes.”</p> - -<p>Why should you do all this?</p> - -<p>“Because we wish to look nice.”</p> - -<p>Why do you care to look nice?</p> - -<p>“People see us.”</p> - -<p>What of that?</p> - -<p>“We ought to make ourselves as nice as we can to -other people.”</p> - -<p>“They like us better if we are clean.”</p> - -<p>Then what is one reason why you make yourselves -tidy?</p> - -<p>“To make people like us.”</p> - -<p><span class="pagenum"><a name="Page_34" id="Page_34">[34]</a></span></p> - -<p>Are there any people here whom you wish to like you?</p> - -<p>“Yes, Miss B., you and our school-mates.”</p> - -<p>Tell me one way to make us like you.</p> - -<p>“To keep ourselves clean.”</p> - -<p>“And our clothes clean.”</p> - -<p>If you do this with the idea of pleasing others, what -can we say of you?</p> - -<p>“We are polite.”</p> - - -<p class="p1 pfs90 lsp">LESSON 11.</p> - -<p><b>Purpose.</b>—To show that care in keeping the school-room -clean is a sign of good manners.</p> - -<p><b>Method.</b>—A conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>There is a rug at the door, children. Why is it there?</p> - -<p>“We are to clean our shoes on it when they are -muddy.”</p> - -<p>Jack did not know, did he, when he came in? What -is the use of cleaning your shoes?</p> - -<p>“It keeps the floor clean.”</p> - -<p>How else can you keep the floor clean?</p> - -<p>“We need not throw paper on it.”</p> - -<p>“Nor anything else.”</p> - -<p>And why keep the floor clean?</p> - -<p>“That our room may be nice.”</p> - -<p>“You wish us to keep it clean.”</p> - -<p>Once in a while some little children are careless about -it. Do you suppose they are thinking about you or me?</p> - -<p>“No, Miss B., neither one.”</p> - -<p>Then we must call them impolite.</p> - -<p><span class="pagenum"><a name="Page_35" id="Page_35">[35]</a></span></p> - -<p>In what way, then, can you show good manners?</p> - -<p>“By trying to keep our school-room neat and clean.”</p> - - -<p><span class="smcap">Subjects for Additional Lessons.</span></p> - -<p>Care of school furniture.</p> - -<p>Care of halls, piazzas, walls.</p> - -<p>Care of school grounds.</p> - -<p>Care of books.</p> - -<p>Economy in using what is furnished by the school.</p> - -<p>Care in using borrowed articles and in returning them.</p> - -<p>Only quiet conduct permissible in the school-room at -any time.</p> - - -<p class="p1 pfs90 lsp">LESSON 12.</p> - -<p><b>Purpose.</b>—To show how pupils should conduct themselves -toward their teachers.</p> - -<p><b>Method.</b>—A conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Suppose when I wished to speak to you I should call -you <em>boy</em> instead of Harry, how would you like it?</p> - -<p>“I shouldn’t like it.”</p> - -<p>Well, I might call you <em>pupil</em>?</p> - -<p>“I shouldn’t like that either.”</p> - -<p>How would it do to call you <em>child</em>, Mary?</p> - -<p>“No one would know which child.”</p> - -<p>What must I call any of you that you may know who -is meant?</p> - -<p>“You must call us by our names.”</p> - -<p>Do you like your own name?</p> - -<p>“Yes’m.”</p> - -<p><span class="pagenum"><a name="Page_36" id="Page_36">[36]</a></span></p> - -<p>Do you suppose I like my name?</p> - -<p>“Yes’m.”</p> - -<p>Then what should you do when you speak to your -teacher?</p> - -<p>“We should call you by your real name.”</p> - -<p>Why?</p> - -<p>“Because it is polite if you wish it.”</p> - -<p class="fs90"><em>Note.</em>—A teacher’s name should be taught to pupils when they -first enter school.</p> - - -<h3><span class="smcap">Subjects for Additional Lessons.</span></h3> - -<p>1. Rendering assistance to teachers.</p> - -<p>2. Care in not interrupting a teacher.</p> - -<p>3. Kind treatment of school-mates.</p> - -<p>4. Respectful treatment of the janitor.</p> - -<p>5. Respectful treatment of visitors.</p> - -<p>6. Respectful treatment of those who address the -school.</p> - -<p class="fs90"><em>Note.</em>—Subjects for many lessons may be found in Reminders, -<a href="#Chapter_XII">Chapter XII.</a>, etc.</p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_37" id="Page_37">[37]</a></span></p> - -<h2><a name="Chapter_V" id="Chapter_V"></a><a href="#CONTENTS"><span class="antiqua">Chapter V.</span></a><br /> - -<span class="fs90"><em>MANNERS IN SCHOOL.</em></span><br /> - -<span class="fs80">SECOND TWO YEARS.</span></h2> - -<p class="pfs120 smcap">Illustrative Lessons.</p> - - -<p class="p1 pfs90 lsp">LESSON 13.</p> - -<p><b>Purpose.</b>—To show the necessity of good manners in -school.</p> - -<p><b>Method.</b>—A suggestive incident related, followed by a -conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>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?</p> - -<p>“Their best manners.”</p> - -<p>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?</p> - -<p>“That they would be so in school.”</p> - -<p>What difference would it make?</p> - -<p>“It would make the school pleasanter.”</p> - -<p>“It would make it better.”</p> - -<p><span class="pagenum"><a name="Page_38" id="Page_38">[38]</a></span></p> - -<p>I wish you would all think what politeness in school -would lead you to do.</p> - -<p>“We should be kind to you.”</p> - -<p>“We should mind you.”</p> - -<p>And then you would be what kind of pupils?</p> - -<p>“Obedient.”</p> - -<p>Yes. What else would you do?</p> - -<p>“Learn our lessons.”</p> - -<p>What kind of pupils would you be?</p> - -<p>“Diligent pupils.”</p> - -<p>“Industrious pupils.”</p> - -<p>If you are obedient and industrious all day, how would -you feel when school closed?</p> - -<p>“Happy.”</p> - -<p>How many think it will pay to be polite in school? -How many will try?</p> - -<p>If we study and practise good manners here, how will -it be in other places?</p> - -<p>“Our manners will be good.”</p> - -<p>Give two reasons why our school manners should be -good.</p> - -<p>“Good manners help to make a pleasant school.”</p> - -<p>“Good manners studied and practised in school aid in -their practice elsewhere.”</p> - -<p class="fs90"><em>Note.</em>—Terms obedient, diligent, etc., are supposed to -have been given in moral lessons.</p> - - -<p class="p1 pfs90 lsp">LESSON 14.</p> - -<p><b>Purpose.</b>—To show that regularity of attendance at -school is a sign of good manners.</p> - -<p><b>Method.</b>—A conversation.</p> - -<p><span class="pagenum"><a name="Page_39" id="Page_39">[39]</a></span></p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>When I called the roll this morning, did every one -answer to his name?</p> - -<p>“No, Miss B., some were not here.”</p> - -<p>Why do you suppose they were not here?</p> - -<p>“Perhaps they were sick.”</p> - -<p>“Perhaps they had to work.”</p> - -<p>“Perhaps they had gone away on a visit.”</p> - -<p>“Perhaps they did not wish to come.”</p> - -<p>How many reasons does that make?</p> - -<p>“Four.”</p> - -<p>How many good reasons?</p> - -<p>“Two.”</p> - -<p>What are the poor reasons?</p> - -<p>“That they are away on a visit.”</p> - -<p>“That they do not wish to come.”</p> - -<p>What do you say of children who often stay away from -school.</p> - -<p>“That they are not steady in coming.”</p> - -<p>Yes, or that their attendance is not regular. Tell me -how many people wish you to be regular in your attendance -at school.</p> - -<p>“You do, because we lose our lessons if we stay away.”</p> - -<p>“And our school-mates, because they have to wait for -us to make up lost lessons.”</p> - -<p>“And our parents, and all good people who know us, -because they wish us to learn.”</p> - -<p>“We all wish our school to have a good name.”</p> - -<p>Then what do you think of an absence that can be -helped?</p> - -<p>“It is unkind.”</p> - -<p>“It is impolite.”</p> - -<p><span class="pagenum"><a name="Page_40" id="Page_40">[40]</a></span></p> - - -<p class="p1 pfs90 lsp">LESSON 15.</p> - -<p><b>Purpose.</b>—To show that punctuality of attendance is a -<ins class="corr" title="Transcriber's Note—Original text: 'sigh of good'">sign of good</ins> manners.</p> - -<p><b>Method.</b>—A story followed by a conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>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.</p> - -<p>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?</p> - -<p>“She had a tardy mark against her name, and spoiled -the record of the school.”</p> - -<p>“She displeased her mamma.”</p> - -<p>“And her teacher.”</p> - -<p>“She disturbed the class by going in late.”</p> - -<p>Then, even if she were a very nice little girl in most -things, what did this show her to be?</p> - -<p>“Selfish and unkind and impolite.”</p> - -<p>Why?</p> - -<p>“Because she made others unhappy.”</p> - -<p>What do you say of one who is always at school on -time?</p> - -<p>“We say he is punctual.”</p> - -<p>What is one way by which politeness in school can be -shown?</p> - -<p>“By punctuality.”</p> - -<p><span class="pagenum"><a name="Page_41" id="Page_41">[41]</a></span></p> - - -<p class="p1 pfs90 lsp">LESSON 16.</p> - -<p><b>Purpose.</b>—To show that cleanliness is one sign of good -manners.</p> - -<p><b>Method.</b>—A conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Suppose a boy should come to school with his face and -hands unwashed and his hair uncombed, what would you -say of him?</p> - -<p>“That he was not nice.”</p> - -<p>How would you feel toward him?</p> - -<p>“We should not like to look at him.”</p> - -<p>“Nor sit beside him.”</p> - -<p>“Nor touch him.”</p> - -<p>What do you say of people whom you do not wish to -see or touch?</p> - -<p>“They are disagreeable.”</p> - -<p>What must people expect when they make themselves -disagreeable?</p> - -<p>“That they will not be liked.”</p> - -<p>If they show so little care for the good opinion of -others, what may be said of them?</p> - -<p>“That they are disrespectful.”</p> - -<p>And if they are disrespectful?</p> - -<p>“They are impolite.”</p> - -<p>Then how can pupils show politeness to teacher and -school-mates?</p> - -<p>“By being clean and tidy.”</p> - -<p><span class="pagenum"><a name="Page_42" id="Page_42">[42]</a></span></p> - - -<p class="p1 pfs90 lsp">LESSON 17.</p> - -<p><b>Purpose.</b>—To show that care for school belongings is a -sign of good manners.</p> - -<p><b>Method.</b>—A conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>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.</p> - -<p>“When it is muddy we must clean our shoes on the -mat before we come in.”</p> - -<p>“We must not throw things on the floor.”</p> - -<p>“We must keep things in their places.”</p> - -<p>“We must not mark the desks.”</p> - -<p>“Nor the wall.”</p> - -<p>How is it with the steps, or piazzas, or the halls?</p> - -<p>“We must take the same care of them as of the inside.”</p> - -<p>What of the yard?</p> - -<p>“We must not throw papers or anything else in it.”</p> - -<p>“Nor trample down the grass.”</p> - -<p>“Except on the playground.”</p> - -<p>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?</p> - -<p>“He would be a bad boy.”</p> - -<p>“Nobody would like him.”</p> - -<p>“If he kept doing it, perhaps he would be sent -home.”</p> - -<p><span class="pagenum"><a name="Page_43" id="Page_43">[43]</a></span></p> - -<p>If he kept doing it when he knew better, and when -he was told not to, what would you say of him?</p> - -<p>“That he was disobedient.”</p> - -<p>And what may be said of one who neglects the wishes -of others?</p> - -<p>“That he is impolite.”</p> - -<p>Yes, or ill-bred. If pupils take good care of everything -belonging to school, what can be said of them?</p> - -<p>“That they are well-bred.”</p> - - -<p><span class="smcap">Subjects for Additional Lessons.</span></p> - -<p>1. Care of books.</p> - -<p>2. Economy in using what is furnished by the school.</p> - -<p>3. Care in using borrowed articles and in returning -them.</p> - -<p>4. Only quiet conduct permissible in the school-room -at any time.</p> - - -<p class="p1 pfs90 lsp">LESSON 18.</p> - -<p><b>Purpose.</b>—To show how pupils should conduct themselves -towards their teacher.</p> - -<p><b>Method.</b>—A short incident related and conclusion -drawn.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>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<span class="pagenum"><a name="Page_44" id="Page_44">[44]</a></span> -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.</p> - -<p>“It meant that Henry was the better boy.”</p> - -<p>“It meant that he intended to obey his mother.”</p> - -<p>“And to do so right off.”</p> - -<p>“And in a pleasant way.”</p> - -<p>What did the other face mean?</p> - -<p>“It meant that Charles did not like to obey.”</p> - -<p>“And he intended to take his own time.”</p> - -<p>“And he was cross about it.”</p> - -<p>Yes, you would know he was ill-natured by the scowl.</p> - -<p>What do you say of Henry’s treatment of his mother?</p> - -<p>“It was kind and polite.”</p> - -<p>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?</p> - -<p>“By obeying you immediately and cheerfully.”</p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_45" id="Page_45">[45]</a></span></p> - -<h2><a name="Chapter_VI" id="Chapter_VI"></a><a href="#CONTENTS"><span class="antiqua">Chapter VI.</span></a><br /> - -<span class="fs90"><em>MANNERS AT HOME.</em></span><br /> - -<span class="fs80">FIRST TWO YEARS.</span></h2> - -<p class="pfs120 smcap">Illustrative Lessons.</p> - - -<p class="p1 pfs90 lsp">LESSON 19.</p> - -<p><b>Purpose.</b>—To awaken an interest in home manners.</p> - -<p><b>Method.</b>—A conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Whom do you love best in all the world?</p> - -<p>“Papa and mamma.”</p> - -<p>Why do you love them best?</p> - -<p>“They are good to us.”</p> - -<p>“They take care of us.”</p> - -<p>“They love us.”</p> - -<p>How ought you to repay them?</p> - -<p>“We ought to be kind to them.”</p> - -<p>How kind?</p> - -<p>“We ought to be kinder to them than to any one -else in the world.”</p> - -<p>What means about the same thing as kindness?</p> - -<p>“Politeness.”</p> - -<p>If so, ought you ever to be impolite to them?</p> - -<p><span class="pagenum"><a name="Page_46" id="Page_46">[46]</a></span></p> - -<p>“No, Miss B., we ought to be more polite to them -than to any one else.”</p> - -<p class="fs90"><em>Note.</em>—A similar lesson on politeness to brothers and sisters -may be given here.</p> - - -<p class="p1 pfs90 lsp">LESSON 20.</p> - -<p><b>Purpose.</b>—To specify attentions due to home friends.</p> - -<p><b>Method.</b>—A conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>How ought we to treat everybody?</p> - -<p>“Politely.”</p> - -<p>Whom should we treat the most politely of any one?</p> - -<p>“Our father and mother.”</p> - -<p>“And brothers and sisters.”</p> - -<p>“And everybody at home.”</p> - -<p>When you first see the people at home in the morning, -do you ever forget to speak to them?</p> - -<p>“Yes, Miss B.”</p> - -<p>And what else sometimes happens?</p> - -<p>“We look cross.”</p> - -<p>“And perhaps we cry.”</p> - -<p>Would you like to know how you can always be pleasant -and polite to your own home friends in the morning?</p> - -<p>“Yes’m.”</p> - -<p>I will tell you. There is a little key which you can -all have, and if you will not forget to use it, it will -always make you pleasant and polite in the morning. -It is this: “Good-morning, mamma!” “Good-morning, -papa!” and a “Good-morning!” to all who are<span class="pagenum"><a name="Page_47" id="Page_47">[47]</a></span> -present. But this must be said in a certain way. Can -you tell me how?</p> - -<p>“Pleasantly.”</p> - -<p>And how should you look when you say it?</p> - -<p>“Good-natured.”</p> - -<p>“We should smile.”</p> - -<p>Yes, a pleasant “Good-morning!” and a smiling face -will help to make the whole family happy. I wish you -to remember about this key, and shall ask you to learn -these words:</p> - -<div class="poetry-container"><div class="poetry"> -<p class="verseq">“Good-morning! that’s the golden key</p> -<p class="verse">That unlocks every day for me.”</p> -</div></div> - -<p class="fs90"><em>Note.</em>—Similar lessons may be given here, closing with the -“keys,”</p> - -<div class="poetry-container pad2"><div class="poetry"> -<div class="stanza"> -<p class="verseq">“When evening comes, ‘Good-night!’ I say,</p> -<p class="verse">And close the door of each glad day.”</p> -</div> -<div class="stanza"> -<p class="verseq">“When friends give anything to me,</p> -<p class="verse">I’ll use the little ‘Thank you’ key.”</p> -</div> -<div class="stanza"> -<p class="verseq">“‘Excuse me,’ ‘Beg your pardon,’ too,</p> -<p class="verse">When by mistake some harm I do.”</p> -</div> -<div class="stanza"> -<p class="verseq">“Or, if unkindly wrong I’ve given,</p> -<p class="verse">With the ‘Forgive me’ key I’ll be forgiven.”</p> -</div></div></div> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_48" id="Page_48">[48]</a></span></p> - -<h2><a name="Chapter_VII" id="Chapter_VII"></a><a href="#CONTENTS"><span class="antiqua">Chapter VII.</span></a><br /> - -<span class="fs90"><em>MANNERS AT HOME.</em></span><br /> - -<span class="fs80">SECOND TWO YEARS.</span></h2> - -<p class="pfs120 smcap">Illustrative Lessons.</p> - - -<p class="p1 pfs90 lsp">LESSON 21.</p> - -<p><b>Purpose.</b>—To specify some polite attentions due to -home friends.</p> - -<p><b>Method.</b>—A story told, followed by a conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>I once knew a little girl whom most everybody praised -for being polite. Whenever she met people away from -home, or whenever there was company at her home, she -was very polite to them. She would ask visitors to take -the easiest chairs, she would bring a hassock for their -feet, she would watch their comfort in every way. She -said “Yes, sir,” and “No, Miss B.,” and “Excuse me,” -and “I beg your pardon,” and all those polite things. -One day when I was the visitor and had been treated -very politely by the little girl, I happened to hear her -mother ask her to raise the shade. A little while before, -she had asked me, in the sweetest manner, if she -should lower this same shade for me; but in answer to -her mother’s request she frowned and did not move<span class="pagenum"><a name="Page_49" id="Page_49">[49]</a></span> -from her chair. Pretty soon her little brother came to -her to be amused, but she pushed him away and said: -“Go away, Harry, I can’t be bothered with you.” -When her father came in tired at night, and asked her -to get his slippers for him, she did it in a very ungracious -manner.</p> - -<p>Those who have something to say of this little girl -may raise hands.</p> - -<p>“She was not good to her father and mother.”</p> - -<p>“Nor to little Harry.”</p> - -<p>“She was polite to company.”</p> - -<p>“But not to her own people.”</p> - -<p>Why should we be polite to our home friends?</p> - -<p>“Because they are kind to us, and love us.”</p> - -<p>How should we be polite to them?</p> - -<p>“We should look out for their comfort.”</p> - -<p>“And always speak politely to them.”</p> - -<p>(Here lead children to specify courtesies of act and -speech. Specially refer to a boy’s polite treatment of -his mother.) 320.</p> - - -<h3 class="smcap">Subjects for <ins class="corr" title="Transcriber's Note—Original text: 'ADDITIONAL LESSSONS'">Additional Lessons</ins>.</h3> - -<p>Special politeness to very old people in the family.</p> - -<p>Polite treatment of visitors.</p> - -<p>Polite treatment of servants.</p> - -<p>Reminders.</p> - -<p>1. Be sure to say “Sir?” to your father when he calls -your name, and “Yes, sir,” and “No, sir,” in answer -to a question. Cheerfully wait upon your father. -Never contradict him; mind him quickly.</p> - -<p>2. Treat your mother as if she were the queen. Say<span class="pagenum"><a name="Page_50" id="Page_50">[50]</a></span> -“Yes, mamma,” or “Yes, mother,” when she calls -your name, and “No, mamma,” etc., in answer to her -questions. Boys and girls should show their mothers -every polite attention due other ladies.</p> - -<p>3. “Please” and “Thank you” should be said to -servants. 108.</p> - - - <div class="chapter"> -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_51" id="Page_51">[51]</a></span></p> - -<h2><a name="Chapter_VIII" id="Chapter_VIII"></a><a href="#CONTENTS"><span class="antiqua">Chapter VIII.</span></a><br /> - -<span class="fs90"><em>MANNERS IN PUBLIC.</em></span><br /> - -<span class="fs80">FIRST TWO YEARS.</span></h2> - -<p class="pfs120 smcap">Illustrative Lessons.</p> - </div> - - -<p class="p1 pfs90 lsp">LESSON 22.</p> - -<p><b>Purpose.</b>—To show the necessity of good manners in -the street.</p> - -<p><b>Method.</b>—An incident related. Pupils allowed to -comment.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>The other day, as I was walking on the sidewalk, two -or three boys came running down the hill, and nearly -pushed me over. They never stopped to ask me to excuse -them, but ran on, calling to everyone, “Out of -the way!” Some little girls on the other side of the -street were laughing very loudly and causing every one -to look at them.</p> - -<p>What do you say of these boys and girls?</p> - -<p>“They were rude.”</p> - -<p>“The boys were unkind.”</p> - -<p>Ought not boys to run?</p> - -<p>“Not against people.”</p> - -<p>Ought not little girls to laugh?</p> - -<p><span class="pagenum"><a name="Page_52" id="Page_52">[52]</a></span></p> - -<p>“Not loudly in the street.”</p> - -<p>Why not?</p> - -<p>“Because it is not the custom of well-bred girls.”</p> - -<p>How should people act on the street?</p> - -<p>“They should give people their share of the walk.”</p> - -<p>“They should not cause people to look at them.”</p> - -<p>Yes, they should be little ladies and gentlemen on -the street. 182.</p> - - -<p class="p1 pfs90 lsp">LESSON 23.</p> - -<p><b>Purpose.</b>—To teach that undue curiosity shown on the -street is impolite.</p> - -<p><b>Method.</b>—A story, followed by a conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Once there was a little boy who was deformed.</p> - -<p>Who will tell me what that means?</p> - -<p>“It means that he was a hunch-back.”</p> - -<p>“Or that he had a queer foot.”</p> - -<p>Yes, this poor boy had not feet like yours, and could -walk very little without crutches. One day he was taking -a walk with his nurse, and was trying to take a few -steps without his crutches. Of course it was very hard -work for him, and he went very slowly. Some boys -were skipping down the hill towards him, and he looked -as if he would give all he had in the world if he could -skip too. But what do you suppose these boys did as -they came near? They stopped still, and stared at the -poor little fellow. It made him feel bad, for his cheeks -grew red and tears filled his eyes as he hobbled away -from them.</p> - -<p><span class="pagenum"><a name="Page_53" id="Page_53">[53]</a></span></p> - -<p>What would you have done, John, if you had been -one of those boys?</p> - -<p>“I would have walked right by without looking.”</p> - -<p>“I would have looked at his face, but not at his feet.”</p> - -<p>“I would have acted as if he were like other boys.”</p> - -<p>Yes, that is the way to do. Think how you would -like to be treated if you were in this boy’s place.</p> - -<p>Is it the custom of well-bred people to stare at one on -the street?</p> - -<p>“No, Miss B.”</p> - -<p>We will try to remember then——</p> - -<p>“Never to stare at people on the street.”</p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_54" id="Page_54">[54]</a></span></p> - -<h2><a name="Chapter_IX" id="Chapter_IX"></a><a href="#CONTENTS"><span class="antiqua">Chapter IX.</span></a><br /> - -<span class="fs90"><em>MANNERS IN PUBLIC.</em></span><br /> - -<span class="fs80">SECOND TWO YEARS.</span></h2> - -<p class="pfs120 smcap">Illustrative Lessons.</p> - - -<p class="p1 pfs90 lsp">LESSON 24.</p> - -<p><b>Purpose.</b>—To show the necessity of good manners on -the street.</p> - -<p><b>Method.</b>—A conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Suppose we play taking a walk to-day. Where shall -we go, Belle?</p> - -<p>“Around the square.”</p> - -<p>Very well. You may start now, and Mary and Kate -and Jennie may take hold of hands, and as they go -along the street they may talk and laugh at the top of -their voices. If they meet any one, they need not take -any trouble to give up a part of the sidewalk. What do -you say, Ned?</p> - -<p>“That wouldn’t be right.”</p> - -<p>Why not?</p> - -<p>“Because it wouldn’t be nice for them to talk loud in -the street.”</p> - -<p>And you, Harry?</p> - -<p><span class="pagenum"><a name="Page_55" id="Page_55">[55]</a></span></p> - -<p>“They ought to let people pass on the sidewalk.”</p> - -<p>Oh, I thought I saw some boys the other day who did -not do it. Were they wrong?</p> - -<p>“Yes’m, they were.”</p> - -<p>How should we act in the street?</p> - -<p>“We should be quiet.”</p> - -<p>“And we should not be selfish and take all the walk.”</p> - -<p>Why should our behavior on the street be good?</p> - -<p>“Because many people see us there, and notice if it is -not good.”</p> - - -<h3><span class="smcap">Subjects for Additional Lessons for Both Grades.</span></h3> - -<p>Polite attentions towards elderly people on the street.</p> - -<p>Polite attention towards strangers who make inquiries.</p> - -<p>Simple instruction in church manners.</p> - -<p>Simple instruction in manners at places of entertainment.</p> - -<p class="fs90"><em>Note.</em>—Many suggestions for these lessons may be found in -<a href="#Chapter_XII">lessons for advanced grades.</a></p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_56" id="Page_56">[56]</a></span></p> - -<h2><a name="Chapter_X" id="Chapter_X"></a><a href="#CONTENTS"><span class="antiqua">Chapter X.</span></a><br /> - -<span class="fs90"><em>TABLE MANNERS.</em></span><br /> - -<span class="fs80">FIRST TWO YEARS.</span></h2> - -<p class="pfs120 smcap">Illustrative Lessons.</p> - - -<p class="p1 pfs90 lsp">LESSON 25.</p> - -<p><b>Purpose.</b>—To <ins class="corr" title="Transcriber's Note—Original text: 'show the necesssity'">show the necessity</ins> of good table-manners.</p> - -<p><b>Method.</b>—A contrast drawn. Children allowed to comment.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>A little girl came to the table very hungry. There -were a good many older people there, and as she had -been taught to wait until the older ones were served, she -sat very still and waited very patiently until every one -else at the table was enjoying a nice dinner. She grew -hungry every minute, and could hardly keep the tears -back, but still did not ask for anything. When it was -found that she had been forgotten, but was so patient -and well-behaved, every one praised her, and you may -be sure she had the best dinner they were able to give -her.</p> - -<p>Another little girl came to another table very hungry. -She waited for no one, but immediately began to ask -for this and that, and not in the nicest way, either. She -made herself so disagreeable that every one at the table -was glad to have her served first.</p> - -<p><span class="pagenum"><a name="Page_57" id="Page_57">[57]</a></span></p> - -<p>Did it pay the first little girl to wait?</p> - -<p>“Yes’m. Everybody thought she was so nice.”</p> - -<p>How about the other one?</p> - -<p>“They thought she was a naughty girl.”</p> - -<p>What is one way, then, by which you may make people -like you?</p> - -<p>“By behaving politely at the table.”</p> - - -<p class="p1 pfs90 lsp">LESSON 26.</p> - -<p><b>Purpose.</b>—To show that punctuality at the table is desirable.</p> - -<p><b>Method.</b>—An incident related, followed by a conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Johnnie, like many little boys, was fond of sleeping -in the morning. The bed always seemed the softest and -his dreams the most interesting just as the rising bell -rang. He would wake just enough to think there would -be time enough before breakfast to go to sleep again and -finish out that one dream. But nap followed nap until -the sharp ting-a-ling-ling of the breakfast bell roused -him. Then he would <em>try</em> to dress hurriedly, but every -thing generally went wrong, and he would get out to -breakfast too late for the delicious hot cakes the rest of -the family had enjoyed. How do you think it made him -feel to eat a cold breakfast?</p> - -<p>“Cross.”</p> - -<p>Tell me what you think of such a boy as Johnnie.</p> - -<p>“He was lazy.”</p> - -<p>“He didn’t do as his mother wished him to.”</p> - -<p>Did he make his mother trouble?</p> - -<p>“Yes’m. His breakfast had to be kept for him.”</p> - -<p><span class="pagenum"><a name="Page_58" id="Page_58">[58]</a></span></p> - -<p>“It would have been kinder if he had eaten with the -rest.”</p> - -<p>Think of Johnnie, and tell me what you mean not to -do any more.</p> - -<p>“To be late at the table.”</p> - -<p>Why?</p> - -<p>“Because it makes trouble and isn’t kind.”</p> - -<p>And if not kind?</p> - -<p>“Not polite.”</p> - -<p>Does this mean the home-table only?</p> - -<p>“No, Miss B. It means when we are at home or -when we are visiting.”</p> - - -<p class="p1 pfs90 lsp">LESSON 27.</p> - -<p><b>Purpose.</b>—To show that polite attention is specially -due the lady of the house, at table.</p> - -<p><b>Method.</b>—A conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Who sits at the head of the table?</p> - -<p>“Mother.”</p> - -<p>Who, then, is the most honored one at the table?</p> - -<p>“Mother.”</p> - -<p>And mother is sometimes called “the lady of the -house.” How can we tell when we ought to do certain -things at the table?</p> - -<p>“We can watch the lady of the house.”</p> - -<p>Then how shall we know when to sit at the table?</p> - -<p>“When the lady of the house sits.”</p> - -<p>Yes, no one should sit until she does. And when the -meal is over, how long should we stay at table?</p> - -<p>“Until the lady of the house rises.”</p> - -<p><span class="pagenum"><a name="Page_59" id="Page_59">[59]</a></span></p> - -<p>Suppose it is necessary to leave the table before that?</p> - -<p>“We must ask the one at the head of the table to excuse -us.”</p> - -<p>Unless we do these things what will be thought of us?</p> - -<p>“People will think we have not been taught good -manners.”</p> - - -<p class="p1 pfs90 lsp">LESSON 28.</p> - -<p><b>Purpose.</b>—To show that selfishness at the table is not -a sign of good manners.</p> - -<p><b>Method.</b>—A conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>How many of you like oranges? I see that you all -do. Suppose you were to have oranges for breakfast, -and when they were brought on one should be much -larger than the other, which would you want?</p> - -<p>“The biggest one.”</p> - -<p>Certainly, there is nothing wrong in that, but would -you <em>take</em> the <em>largest</em> one?</p> - -<p>“No, Miss B.”</p> - -<p>Why not?</p> - -<p>“I would leave that for mamma.”</p> - -<p>“It isn’t polite to take the largest and best for yourself.”</p> - -<p>Who should have the best?</p> - -<p>“Mamma and papa.”</p> - -<p>Suppose grandmamma or grandpapa should be at the -table?</p> - -<p>“Then they should have the best.”</p> - -<p>Tell me who should have the best when there is any -choice.</p> - -<p>“The older people.”</p> - -<p><span class="pagenum"><a name="Page_60" id="Page_60">[60]</a></span></p> - -<p>How should the others feel about it?</p> - -<p>“They should be glad to give the best to others.”</p> - - -<p class="p1 pfs90 lsp">LESSON 29.</p> - -<p><b>Purpose.</b>—To specify some forms of polite expressions -used at table.</p> - -<p><b>Method.</b>—An incident related. Criticisms elicited -from pupils.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>I once sat down to dine at a table where there were -three children. They seemed to be nearly starved, although -I knew they had eaten a good breakfast. As soon -as they had taken their seats they called out, “I want -some bread,” “Give me some meat,” “Pass that jelly;” -and when they were served they began to eat as if it -were their first meal in a long time. I think some of -you would have been surprised at those children’s manners. -What have you to say about them, Jennie?</p> - -<p>“They ought to have kept still until they were -served.”</p> - -<p>“They ought to have said, ‘I would like some bread, -if you please.’”</p> - -<p>“And ‘Will you please give me some meat?’”</p> - -<p>“And? ‘Will you be so kind as to pass the jelly?’”</p> - -<p>Yes, that would have been much better. What should -you say when something is passed to you at table, and -you do not wish it?</p> - -<p>“Not any, I thank you.”</p> - -<p>“I don’t care for any, thank you.”</p> - -<p>If you remember to do these things, what will be said -of you?</p> - -<p>“That we know how to speak politely at the table.”</p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_61" id="Page_61">[61]</a></span></p> - -<h2><a name="Chapter_XI" id="Chapter_XI"></a><a href="#CONTENTS"><span class="antiqua">Chapter XI.</span></a><br /> - -<span class="fs90"><em>TABLE MANNERS.</em></span><br /> - -<span class="fs80">SECOND TWO YEARS.</span></h2> - -<p class="pfs120 smcap">Illustrative Lessons.</p> - - -<p class="p1 pfs90 lsp">LESSON 30.</p> - -<p><b>Purpose.</b>—To show the necessity of good table manners.</p> - -<p><b>Method.</b>—Questions.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Suppose you should see at any table a young lady, -very pretty and very nicely dressed, a perfect stranger -to you, and she should say to the servant, in quite a -loud tone of voice, “Hurry, and bring me my dinner.” -What would you think of her, Henry?</p> - -<p>“I should think she had not learned to be polite.”</p> - -<p>Suppose she should eat very rapidly, putting the food -to her mouth with a knife, what would you think of -her, Kate?</p> - -<p>“I should think she knew very little about good manners.”</p> - -<p>And if she should take the choicest of everything on -the table for herself?</p> - -<p>“I should say she was very selfish.”</p> - -<p>How have you formed these opinions of the young -lady?</p> - -<p><span class="pagenum"><a name="Page_62" id="Page_62">[62]</a></span></p> - -<p>“From her table manners.”</p> - -<p>Then good table manners are very important. Why?</p> - -<p>“Because people judge us by them.”</p> - - -<p class="p1 pfs90 lsp">LESSON 31.</p> - -<p><b>Purpose.</b>—To show the deference due the lady of the -house at table.</p> - -<p><b>Method.</b>—A conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Who is the lady of the house, usually?</p> - -<p>“The mother of the family.”</p> - -<p>What seat at table does she usually occupy?</p> - -<p>“She sits at the head of the table.”</p> - -<p>Is there any way of knowing when we shall take our -seats at table? Shall we take them just as it happens?</p> - -<p>“We should take them when mother does, not before.”</p> - -<p>Or if we are away from home?</p> - -<p>“When the lady of the house does.”</p> - -<p>Yes, or when the one who presides at the table sits.</p> - -<p>How long should we sit at table, John?</p> - -<p>“Until we have finished eating.”</p> - -<p>It is not proper to leave as soon as we have finished.</p> - -<p>Can any one tell when we should rise from the table?</p> - -<p>“When the lady of the house rises.”</p> - -<p>Yes. Suppose it is necessary to leave before that?</p> - -<p>“We should ask to be excused.”</p> - -<p>Can you think of any other politeness to be shown the -mother, or the lady of the house, at table?</p> - -<p>“We should be prompt at meals.”</p> - -<p>Where?</p> - -<p>“Both at home and away from home.”</p> - -<p><span class="pagenum"><a name="Page_63" id="Page_63">[63]</a></span></p> - -<p>Why?</p> - -<p>“Because it is impolite to keep people waiting for us.”</p> - - -<p class="p1 pfs90 lsp">LESSON 32.</p> - -<p><b>Purpose.</b>—To specify some polite usages at table.</p> - -<p><b>Method.</b>—A conversation.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>I would like you to tell me some things about table -manners. You may think of polite ways of asking for -things at table, and I will write them on the blackboard -as you give them. <ins class="corr" title="Transcriber's Note—Original text: 'Bur first you'">But first you</ins> may tell me whom you -should ask.</p> - -<p>“A servant, if there is one.”</p> - -<p>And if not?</p> - -<p>“Any one who can easily reach what is wanted.”</p> - -<p>You may tell me <em>how</em> to ask.</p> - -<p>“Please pass the bread.”</p> - -<p>“May I ask you for the bread?”</p> - -<p>“Will you be so kind as to pass the bread?”</p> - -<p>Yes, and if you are asked if you would like the bread, -what should you say?</p> - -<p>“If you please.”</p> - -<p>“And ‘Thank you,’ if you take it.”</p> - -<p>If you should not wish it?</p> - -<p>“No, I thank you.”</p> - -<p>“Or, ‘Not any, I thank you,’”</p> - -<p>How do you know these expressions are polite?</p> - -<p>“Polite people use them.”</p> - - -<h3><span class="smcap">Subjects for Additional Lessons.</span></h3> - -<p>Use of fork and spoon, with practical illustrations.</p> - -<p>Impoliteness of rapid eating.</p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_64" id="Page_64">[64]</a></span></p> - -<h2><a name="Chapter_XII" id="Chapter_XII"></a><a href="#CONTENTS"><span class="antiqua">Chapter XII.</span></a><br /> - -<span class="fs90"><em>LESSON ON MANNERS.</em></span><br /> - -<span class="fs80">FOR ADVANCED PUPILS.</span></h2> - - -<p class="p1 pfs90 lsp">LESSON 1.</p> - -<p><b>Purpose.</b>—To suggest the underlying principles of -good manners.</p> - -<p><b>Method.</b>—Item to be read with or without comment, -or questions to be asked.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Some one says “True politeness consists in making -every one happy about you.” It is true that forgetfulness -of self and thoughtfulness of the comfort and happiness -of others makes one’s behavior very acceptable -to others. A kind heart is undoubtedly the foundation -of good manners; but if this be so, there are other qualities -of equal importance that form a superstructure on -which good manners rest. We use the term gentleman -and lady with reference to outward appearance, but they -also imply that a person is honest and true and refined. -Who would think of calling one a gentleman if his word -could not be trusted? Charles I. said to the Commoners, -“You have not only the word of a king but of a gentleman.” -Could a lady be guilty of indelicate language? -Would a real gentleman or lady ridicule the unfortunate?<span class="pagenum"><a name="Page_65" id="Page_65">[65]</a></span> -True courtesy implies much more than an outside show. -Even what seems a mere form is usually founded in -kindness and common sense. It is necessary that we -become familiar with these forms. We do not like to be -called odd or peculiar. We do not like to be considered -ignorant of what good and wise people have decided -it proper and right to do. We wish rather to copy the -manners of the best people that we may gain their esteem -and be classed with them. If we learn and practise -good manners while we are young, when older we -shall practise them unconsciously, as they will have become -a habit.</p> - -<p>(<em>Questions to be used if preferred.</em>)</p> - -<p>What leads people to be polite?</p> - -<p>How has some one defined true politeness?</p> - -<p>What did Charles I. imply by his statement?</p> - -<p>Why is it necessary to become familiar with the formalities -of good manners? Give illustration of some practice -of polite society that might be termed a formality. -Enumerate the underlying principles of good manners.</p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_66" id="Page_66">[66]</a></span></p> - -<h2><a name="Chapter_XIII" id="Chapter_XIII"></a><a href="#CONTENTS"><span class="antiqua">Chapter XIII.</span></a><br /> - -<span class="fs90"><em>MANNERS IN SCHOOL.</em></span></h2> - - -<p class="p1 pfs90 lsp">LESSON 2.</p> - -<p><b>Purpose.</b>—To show the necessity of good manners in -school.</p> - -<p><b>Method.</b>—Item to be read with or without comment, -or questions to be asked.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Young people sometimes seem to think good manners -are to be put on as fine clothes are, not for every-day -wear, but for company only. Those who put this theory -into practice will find that good manners fit them in -company no better than garments cut for some one else. -If manners really spring from a kind heart, they will be -practised everywhere. Good manners in school continually -practised will soon become a habit. Courteous pupils -rarely need reprimand or reproof. They treat their -teacher as they would a friend, and in this way help -greatly in making the school pleasant and profitable. -Such pupils remember their school-days with pleasure.</p> - -<p>Questions. What is the appearance of one who is only -occasionally polite?</p> - -<p>What is the real source of good manners?</p> - -<p>Where should they be practised?</p> - -<p><span class="pagenum"><a name="Page_67" id="Page_67">[67]</a></span></p> - -<p>Are good manners as important in a school-room as in -a parlor?</p> - -<p>What is the effect of good manners in the school?</p> - - -<p class="p1 pfs90 lsp">LESSON 3.</p> - -<p><b>Purpose.</b>—To show that regularity and punctuality of -attendance at school are signs of good manners.</p> - -<p><b>Method.</b>—Item to be read with or without comment, -or questions to be asked.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>In all well-regulated schools, teachers and school-officers -place much stress upon regularity of attendance; -consequently an avoidable or inexcusable absence shows -disrespect to school authority.</p> - -<p>When a pupil enters a school-room late it interrupts -and disturbs all who are present. An avoidable interruption -or disturbance is, of course, impolite. Any disregard -of the rules of school shows a lack of respect for -teachers and school-officers. Lack of respect and true -politeness never go together.</p> - -<p>Questions. What is the rule in this school relative to -regularity of attendance?</p> - -<p>What in reference to punctuality?</p> - -<p>What absences or tardinesses show disrespect to school -authority?</p> - -<p>How does disrespectful conduct affect the manners?</p> - -<p>To what kind of manners do regularity and punctuality -tend?</p> - - -<p class="p1 pfs90 lsp">LESSON 4.</p> - -<p><b>Purpose.</b>—To show that cleanliness is one sign of good -manners in school.</p> - -<p><span class="pagenum"><a name="Page_68" id="Page_68">[68]</a></span></p> - -<p><b>Method.</b>—Item to be read with or without comment, -or questions to be asked.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Cleanliness of person and tidiness of dress are unmistakable -signs of good breeding. The minutest detail of -the toilet should be attended to. Frequent bathing and -<ins class="corr" title="Transcriber's Note—Original text: 'propor attentions'">proper attentions</ins> to the hair, the teeth, the nails, are of -no slight importance. The clothing also should be -clean. Pupils who fail to observe these directions not -only show lack of respect for themselves, but for their -teachers and school-mates. Disrespect is impoliteness.</p> - -<p>Questions. What opinion do you form of a person -who is untidy?</p> - -<p>What details of the toilet may be neglected?</p> - -<p>How does slovenliness of dress affect the reputation of -one who indulges in it?</p> - -<p>Of what does untidiness show a lack?</p> - -<p>Is disrespectful treatment of another ever polite?</p> - - -<p class="p1 pfs90 lsp">LESSON 5.</p> - -<p><b>Purpose.</b>—To show that care for school belongings is -a sign of good breeding.</p> - -<p><b>Method.</b>—Item to be read and questions asked.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Proper respect for the school will deter pupils from -throwing on school-grounds, or on the steps of buildings, -or on the floors of the corridors or of the school-room, -whatever is unsightly.</p> - -<p>The same may be said with reference to chalk or pencil -marks, or anything that defaces school-buildings or -school furniture.</p> - -<p><span class="pagenum"><a name="Page_69" id="Page_69">[69]</a></span></p> - -<p>In stormy weather pupils should not enter a school-building -without first cleaning the shoes or removing -rubbers. They should enter quietly and <em>never</em> be noisy -or boisterous inside of a school-room. Running or jumping, -or stepping on the seats or desks, is not allowable.</p> - -<p>Pupils should take care of what they use but do not -own. Books or any materials furnished by the school -should be carefully and economically used. Moreover, -if pupils are well-bred their own books will be devoid of -finger-marks or cuts, or of marks and soil of any kind -except that which comes from constant use.</p> - -<p>Questions. If pupils have the proper feeling for their -school, what care will they take of the grounds? Of the -buildings? Of the furniture?</p> - -<p>How show good breeding in economy?</p> - -<p>What rule holds good in returning borrowed articles?</p> - -<p>How should school-books be used even by their -owners?</p> - -<p>Show how all these things are indicative of good -breeding.</p> - -<p>Show how they are one step towards good citizenship.</p> - - -<p class="p1 pfs90 lsp">LESSON 6.</p> - -<p><b>Purpose.</b>—To show how pupils should conduct themselves -towards their teachers.</p> - -<p><b>Method.</b>—Item to be read with or without comment.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>1. When pupils are placed under the charge of a teacher -it is supposed the teacher knows what is for their best -good; consequently a teacher’s directions should be respected -and obeyed. In matters pertaining to conduct,<span class="pagenum"><a name="Page_70" id="Page_70">[70]</a></span> -pupils should yield their opinions to that of a wise and -faithful teacher, and should do it with quick and cheerful -obedience. Sulking, contradiction, or delay in obeying -are not only wrong, but inexcusably rude.</p> - -<p>2. Oftentimes pupils seem to regard it as no impoliteness -to interrupt a teacher either by inattention, disorder, -or questions, when a lesson is in progress. There -are times when certain questions relative to lessons are -in order, but irrelevant questions, or unnecessary requests, -or hand-raising or shaking before a teacher has -finished speaking, are just as impolite in a school-room -as elsewhere. There are, of course, certain usages -peculiar to a school-room which would not be considered -in order elsewhere, because unnecessary; but, generally -speaking, good manners in a school-room and in a parlor -are the same.</p> - -<p>3. Pupils should be kind and thoughtful in assisting -teachers whenever it is possible, by handing anything -needed, or by waiting upon them in any way. Boys, -especially, should be quick to offer help in erasing blackboards, -in lifting heavy articles, or in picking up anything -accidentally dropped. All pupils should help to -put things in their proper places and to keep the school-room -in order. This is kindness and politeness.</p> - -<p>4. Boys should always take off their hats before entering -a school-room, and should not put them on at -dismissal, until they reach the outside door. If a teacher -should stand at that door, hats should not be put -on until the teacher is passed. When boys meet a -teacher in the street they should always raise their hats, -whether the teacher be a gentleman or a lady. Both in<span class="pagenum"><a name="Page_71" id="Page_71">[71]</a></span> -school and out, when pupils speak <em>to</em> or <em>of</em> their teacher, -they should speak the real name, and not use the indefinite -title, “Teacher.”</p> - - -<h3><span class="smcap">Subjects for Additional Lessons.</span></h3> - -<p>Kind treatment of school-mates: when they are under -criticism; when they are peculiar in dress, speech, or -manner; when they are unfortunate; when they are -strangers.</p> - -<p>Respectful treatment of the janitor.</p> - -<p>Respectful treatment of visitors.</p> - -<p>Respectful treatment of those who address the -school.</p> - - -<h3><span class="smcap">Reminders.</span></h3> - -<p>1. Do not fail to say “Good-morning, Miss ——” to -your teacher, and “Good-afternoon Miss ——” when you -leave her.</p> - -<p>2. When you pass directly in front of your teacher, -say “Excuse me.”</p> - -<p>3. Never fail to say “Thank you” (not “Thanks”) -for the smallest favor.</p> - -<p>4. Do not continually raise the hand, and never shake -it in school, to attract attention.</p> - -<p>5. Never stand at your desk, or step forward raising -your hand, and shaking it at your teacher.</p> - -<p>6. When a school-mate is reading or answering a question, -do not raise hands until he has finished.</p> - -<p>7. Do not “fuss” with pencils, strings, pins, or anything -else when you ought to give your whole attention -to your lesson.</p> - -<p>8. When your hands are not occupied with books or<span class="pagenum"><a name="Page_72" id="Page_72">[72]</a></span> -other things, as directed by a teacher, they should be -clasped in your lap.</p> - -<p>9. If you have a desk-mate, give him his full share -of seat, desk, and shelf.</p> - -<p>10. When you pass directly in front of your school-mates, -say “Excuse me.”</p> - -<p>11. Do not stare at strangers who enter the school-room.</p> - -<p>12. Do not slide down in your seat nor lounge in a -school-room.</p> - -<p>13. When you stand to recite, stand erect, without -leaning against the desk. Stand on both feet.</p> - -<p>14. Do not swing the feet, nor scrape them on the floor, -nor keep them in constant motion.</p> - -<p>15. Always be provided with sponge or slate-cloth.</p> - -<p>16. Hand a book right side up.</p> - -<p>17. In handing a pointer, pencil, or pen, hand the -blunt end.</p> - -<p>18. Never call from the outside to a pupil in a school-room.</p> - -<p>19. Do not call from the school-room to some one -outside.</p> - -<p>20. Do not look in at windows of a school-room.</p> - -<p>21. Always rap before entering any school-room but -your own, or any teacher’s office.</p> - -<p>22. Do not chew gum in school.</p> - -<p>23. Do not eat in school.</p> - -<p class="fs90"><em>Note.</em>—When these “reminders” are given to young pupils -they should be in the form of short lessons, and the thought -should be brought out by relating incidents and by questioning -as in illustrative lessons.</p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_73" id="Page_73">[73]</a></span></p> - -<h2><a name="Chapter_XIV" id="Chapter_XIV"></a><a href="#CONTENTS"><span class="antiqua">Chapter XIV.</span></a><br /> - -<span class="fs90"><em>PERSONAL HABITS.</em></span></h2> - - -<p><em>Note.</em>—These directions, although exceedingly important, -are not, in many cases, agreeable topics of conversation. -Therefore, in giving them, teachers must -use their good taste and discretion in deciding whether -to give arbitrarily or not. When they are given without -comment they should be impressed on the memory of -the child by calling for frequent repetitions of items, -and by patient and continued enforcement of directions, -whenever the occasion presents itself. The connection -between the direction and the spirit of kindness should -be traced whenever it is possible to do so. Lessons on -manners in school may be taken as a guide when it is -thought best to enlarge upon any item. Whether or -not a lesson be given to the younger children on the -importance of attending to personal habits may be left -to the discretion of a teacher.</p> - - -<p class="p1 pfs90 lsp">LESSON 7.</p> - -<p><b>Purpose.</b>—To show the necessity of attention to personal -habits.</p> - -<p><b>Method.</b>—An item read with or without comment.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Although personal habits are not pleasant topics of -conversation, it seems necessary to give them some consideration. -Many young people indulge in certain<span class="pagenum"><a name="Page_74" id="Page_74">[74]</a></span> -practices that are disagreeable and impolite, perhaps not -so much from lack of knowledge of what is proper as -from thoughtlessness and from not appreciating the importance -of giving these matters due attention. Young -people should realize that these matters, although seemingly -trifling, are sufficient to show whether they have -been accustomed to polite society or not. There is nothing -which tells more quickly. Minute attention to personal -habits gives one an air of refinement and attractiveness -which can be gained in no other way.</p> - - -<h3><span class="smcap">Suggestions for Instruction Relating to Personal -Habits.</span></h3> - -<p>1. Whatever has been said in reference to cleanliness -in school applies out of school as well. Cleanliness is a -pretty certain sign of good breeding. Every consideration -of health and good taste and refinement urges to -cleanliness. Never think to hide uncleanliness. If -your habits are not neat, it will be known.</p> - -<p>2. Never neglect the details of the toilet. Such -toilet offices as cleaning the nails, the ears, the nose, are -proper only in the privacy of one’s apartment. The -nails should not be bitten. It destroys their beauty, -and is an impolite and unhealthy habit.</p> - -<p>3. Many people have a habit of continually feeling of -the face or hair. This is not a mark of refinement of -manners, and should not be indulged in. “Fussing” -with anything, twirling things, drumming, should be -avoided. When the hands are not necessarily employed, -they should be kept quiet.</p> - -<p>4. The feet should not be kept constantly and unnecessarily<span class="pagenum"><a name="Page_75" id="Page_75">[75]</a></span> -in motion, nor should they be brought into -notice when possible to avoid it. Young ladies should -not sit with the feet extended and crossed. No one -should sit with the feet on the rounds of a chair. Tapping -on the floor with the foot is not in good form.</p> - -<p>5. Spitting is a disgusting habit. Avoid it whenever -it is possible. Never give attention or refer to a sore on -the face or hands when others are present. Yawning -and stretching in company are considered rude. Hiccoughing -and sneezing should be avoided, if possible.</p> - -<p>6. The mouth should be kept closed, unless there is -some good reason for opening it. One who has a habit -of keeping the mouth open continually is considered -weak mentally, if not physically.</p> - -<p>7. Incessant smiling or laughing is silly and disagreeable. -Smiling or laughing is allowable when there is -something to laugh at. Giggling is unpardonable. -Hearty laughter is allowable in some places, but boisterous -laughter never. As a general thing the countenance -should be kept in repose. This implies neither a silly -nor a stern expression, but one indicative of kindness -and common sense.</p> - -<p>8. A loud or otherwise disagreeable voice is not a -mark of the best manners. If such a voice is natural, it -may be trained and toned down as in singing. A person -of real refinement may have a peculiar voice, but -not a disagreeably loud one. Humming is disagreeable -and impolite.</p> - -<p>9. Boys should not carry their hands in their pockets. -Boys should not whistle when it will disturb or annoy -any one.</p> - - - <div class="chapter"> -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_76" id="Page_76">[76]</a></span></p> - -<h2><a name="Chapter_XV" id="Chapter_XV"></a><a href="#CONTENTS"><span class="antiqua">Chapter XV.</span></a><br /> - -<span class="fs90"><em>MANNERS IN PUBLIC.</em></span></h2> - </div> - - -<p class="p1 pfs90 lsp">LESSON 8.</p> - -<p><b>Purpose.</b>—To specify some particulars of street -manners.</p> - -<p><b>Method.</b>—Item read with or without comment.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>No polite person will indulge in loud or boisterous -conduct on the street. Loud talk or laughter is very -ill-mannered. Only a quiet demeanor is allowable, and -one who indulges in any other is guilty of rudeness. -A complaint often made against pupils is that they are -inclined to be rude and selfish in not giving those whom -they meet their due share of the walk in passing. -Oftentimes boys in their play are so heedless as to jostle -against those passing on the sidewalk. This is selfish -and rude. If it happens accidentally, suitable apologies -should be made.</p> - -<p>Questions.—In what tone of voice should one speak -in the street? What does loud laughter in the street -indicate? What demeanor is allowable? What fault -is found with the manners of pupils on the street? -What are your own observations in the matter? What -are your criticisms?</p> - -<p><span class="pagenum"><a name="Page_77" id="Page_77">[77]</a></span></p> - - -<h3><span class="smcap">Suggestions for Further Instruction.</span></h3> - -<p>In going to a place of amusement or entertainment it -is not polite to performers or audience to arrive late. -Arrive in season, take your seat quietly, and remain -quiet and attentive throughout the whole entertainment. -If there is any delay before the entertainment begins, -the time should not be spent in loud laughing or talking. -Nothing should be done to attract attention. Eating -candy, nuts, or anything else at a place of entertainment -is not in good form.</p> - -<p>Too much cannot be said against talking or whispering -or moving about when an entertainment is in progress. -It shows either a lack of knowledge as to what -is proper, or a disregard of propriety. It is also a rudeness -to the performers, and a great source of annoyance -to those who wish to listen. If the entertainment does -not prove interesting, it is still the part of a lady or -gentleman to remain through it all and to give respectful -attention. It is very impolite to leave the place before -the entertainment is concluded, in order to avoid -passing out with the crowd.</p> - -<p>Loud and long continued applause is impolite. It is -proper to show pleasure if the entertainment pleases, but -it must be done without boisterousness.</p> - -<p>Rapping on the floor with canes, stamping of feet, -whistling, etc., are insults, and if continued should -receive the attention of a policeman.</p> - -<p>It is a sign of good breeding to be in church before -the service begins. If unavoidably late, enter very -quietly, between parts of the service. Never whisper<span class="pagenum"><a name="Page_78" id="Page_78">[78]</a></span> -or laugh in church. It is irreverent and ill-bred. Never -look around when people enter. Never be guilty of -rudeness or boisterousness in a church, whether on Sunday -or other days. Always show a proper respect for -the place.</p> - -<p>In your own church be polite to strangers. If it seems -to be your place to do so, show them to a seat. Let no -peculiarity of dress or manner on the part of strangers -keep you from showing them any civility in church. In -attending a church not your own be respectful in your -conduct. Do not show curiosity nor ridicule observances -that may seem peculiar.</p> - - -<h3><span class="smcap">Reminders.</span></h3> - -<p class="fs90 pad2">In giving these to the pupils seek to arouse discussion.</p> - -<p>1. When walking on the sidewalk, if you meet a person, -keep to the right of the walk.</p> - -<div class="poetry-container"><div class="poetry"> -<p class="verseq">“’Tis a rule of the land that when travelers meet</p> -<p class="verse">In high-way or by-way, in alley or street,</p> -<p class="verse">On foot or in wagon, by day or by night,</p> -<p class="verse">Each favor the other and turn to the right.”</p> -</div></div> - -<p>2. It is polite to recognize friends and acquaintances on -the street. It is a custom of gentlemen to take off their -hats when friends are met. They should take off their -hats to gentlemen as well as to ladies. Both boys and -girls should show special respect to any old person they -may meet. The salutation should always be in a pleasant -and friendly tone of voice. The face should show respect -to acquaintances, and cordiality to friends. The name -should be added to the salutation, as “Good-morning,<span class="pagenum"><a name="Page_79" id="Page_79">[79]</a></span> -Mr. A.” Never give the salutation as if it were a question. -Never greet any one by “Halloa.”</p> - -<p>3. If a gentleman is walking or driving with a lady -acquaintance, he should take off his hat to any lady -whom she recognizes.</p> - -<p>4. When a lady accidentally drops anything in the -street, any gentleman near, whether an acquaintance or -not, should pick it up and hand it to her. The lady should -not fail to acknowledge the courtesy. As the gentleman -passes on, he should touch his hat to the lady. This -civility of picking up things or assisting in any way -should be shown to elderly and infirm people by girls as -well as by boys.</p> - -<p>5. It is impolite to turn and look at people after they -have passed. It is rude to stare at them if peculiar in -dress or manner. Special care should be taken not to -stare at the deformed or unfortunate. Put yourself in -their places and think how you would like to be treated.</p> - -<p>6. It is considered impolite for people to gather in -groups or crowds on the sidewalk and to obstruct the way. -If two people meet who wish to converse with each other, -one should turn and walk in the direction in which the -other is going. It is not considered proper to stop for -conversation on the street.</p> - -<p>7. It is not the custom of well-bred people to chew -gum, nor to eat fruit, nuts, or anything else, on the -street.</p> - -<p>8. One of the rudest things a boy or girl can do is to -call out to a teacher or other person on the street. It is -only the most ill-bred who will do it. The law can -punish for it.</p> - -<p><span class="pagenum"><a name="Page_80" id="Page_80">[80]</a></span></p> - -<p>9. If a stranger inquires the way, take great pains to -direct him, even if it requires some effort.</p> - -<p>10. When in street cars or steam cars, if seats are lacking, -it is the rule that gentlemen give up their seats to -ladies. Ladies should not fail to thank gentlemen for -this kindness.</p> - -<p>Whenever any attention is shown a lady, such as -opening or closing a window, taking bundles from the -racks, etc., the lady should politely acknowledge it, and -the gentleman should touch his hat as he turns away.</p> - -<p>No one should occupy more room than is necessary, if -by so doing others are deprived of a seat.</p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_81" id="Page_81">[81]</a></span></p> - -<h2><a name="Chapter_XVI" id="Chapter_XVI"></a><a href="#CONTENTS"><span class="antiqua">Chapter XVI.</span></a><br /> - -<span class="fs90"><em>TABLE MANNERS.</em></span></h2> - - -<p class="p1 pfs90 lsp">LESSON 9.</p> - -<p><b>Purpose.</b>—To show the importance of good table -manners.</p> - -<p><b>Method.</b>—An item read with or without comment or -questions asked.</p> - - -<p class="pfs120"><em>The Lesson.</em></p> - -<p>Perhaps the question of <em>how</em> to eat is not of quite the -importance as <em>what</em> to eat, but in some particulars pertaining -to the laws of health the two are of equal rank. -<em>How</em> to eat is of much more importance than many -young people think, inasmuch as it is a certain test of -delicacy and refinement. If a person eats immoderately -fast, no one truly refined will set him down as a gentleman. -If one defies the regulations which society has -made relative to table manners, he is classed as decidedly -ill-bred or ignorant. It is well to study the etiquette of -the table, and to put in use those practices that have been -decided by the best society as being proper.</p> - -<p>Questions.—Should the rules of society as to table -manners be disregarded? What does a lack of good -table manners indicate? Are table manners indicative -of character?</p> - -<p><span class="pagenum"><a name="Page_82" id="Page_82">[82]</a></span></p> - - -<h3><span class="smcap">Subjects for Additional Lessons.</span></h3> - -<p class="pfs100"><em>Deference to the Lady of the House at Table.</em></p> - -<p><b>Suggestions.</b>—Do not be late at the home table. Never -be late when a guest. Do not take your seat at the -table until the lady of the house takes hers, nor rise -from the table until she gives the signal. If necessary -to leave the table before the meal is over, ask to be excused -of the one presiding.</p> - - -<p class="pfs100"><em>Polite Phraseology of the Table.</em></p> - -<p><b>Suggestions.</b>—When it is desired that any article on -the table be passed, a servant should be asked, if there is -one near. If not, the request should be made of some -one at the table, as follows: “Please pass the bread,” -“I would thank you for the bread,” “Will you be kind -enough to pass the bread?” etc.</p> - -<p>When offered anything at the table, the acceptance -should be accompanied by “Thank you.” If anything -is declined, it should be with “No, I thank you,” or -“Not any, I thank you.”</p> - - -<p class="pfs100"><em>Selfishness at Table.</em></p> - -<p><b>Suggestions.</b>—To take the best when there is any -choice in the food is to show a very selfish disposition. -This does not apply when urged to do so, but to seem to -wish the best is inexcusable.</p> - - -<h3><span class="smcap">Reminders.</span></h3> - -<p>1. Sit reasonably near the table, neither too near nor -too far away. Never place the elbows on the table. -Do not sit so far away as to be obliged to lean forward.<span class="pagenum"><a name="Page_83" id="Page_83">[83]</a></span> -Do not bend over the plate. Do not spread the elbows -when cutting meat, etc.</p> - -<p>2. Young people should wait patiently and quietly -until the older ones at table have been served. While -waiting to be served, the knife or fork or napkin ring, -or any other table article, should be left untouched. -The hands should be quietly folded in the lap until one -is served. The napkin may be spread over the lap when -one first sits down at the table. Gentlemen do not now -tuck the napkin under the chin.</p> - -<p>3. It is proper to begin eating as soon as served, -although there should be no indecorous haste. An exception -to this rule is that no one should begin to eat -the dessert until all are served.</p> - -<p>4. Do not help yourself first to anything on the table. -Never put your own knife, fork, or spoon into the food -except as it has been served to you. It is rude to reach -across the table or to rise and reach in order to help -yourself. If servants are not near, ask politely of some -one at the table that the dish be passed.</p> - -<p>5. Rapid eating is impolite and unhealthy. The -mouth should not be filled too full, and the food should -be thoroughly chewed. Do not chew the food so as to be -heard. Do not smack the lips in eating. Do not draw -in the breath when eating soup, drinking milk, tea, etc. -Be careful not to show the food in your mouth. Do not -attempt to eat the last drop of soup nor the last morsel -of food on the plate.</p> - -<p>6. The knife is used in cutting up the food, but it -should not convey the food to the mouth. The fork -should be used for this purpose. There is a proper way<span class="pagenum"><a name="Page_84" id="Page_84">[84]</a></span> -of holding knife and fork which can best be learned by -observing some one who does it properly. Soup should -be eaten from the side of the spoon.</p> - -<p>7. When drinking tea or coffee, drink from the cup -and not from the saucer. When drinking from a goblet -or tumbler, be careful not to tip them too much. It is -not in good form to throw the head back and invert the -tumbler. It is not well to drink much water while -eating.</p> - -<p>8. If necessary to eject anything from the mouth -while eating, use the fork in conveying it from the -mouth to the plate. Fruit stones may be removed with -the fingers and placed upon the plate.</p> - -<p>9. When salt is taken from the salt-cellar, it should -be put on the plate and not on the table-cloth. Vegetables -should be eaten with a fork, if possible, rather -than with a spoon. When small dishes are used in -serving vegetables, fruit, etc., they should not be taken -in the hand, but left on the table.</p> - -<p>10. It is a disputed question what to do with the -knife and fork when the plate is passed for a second -supply. It seems the better plan not to leave them on -the plate, as they are liable to fall off or to be in the -way, but to hold them in the right hand, or to place -them on the table in such a manner as not to soil the -cloth.</p> - -<p>11. Do not use a tooth-pick in public. It is a common -practice, but not with the best-bred people. Never -indulge in the disgusting practice of removing bits of -food from the teeth with the tongue or fingers. The -teeth should receive attention in private.</p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_85" id="Page_85">[85]</a></span></p> - -<h2><a name="Chapter_XVII" id="Chapter_XVII"></a><a href="#CONTENTS"><span class="antiqua">Chapter XVII.</span></a><br /> - -<span class="fs90"><em>MANNERS IN SOCIETY.</em></span></h2> - - -<h3><span class="fs90">SUGGESTIONS FOR LESSONS.</span></h3> - -<p>1. When a request is to be made, no matter how -slight, it should be given in the form of a request and -not of a command. Such expressions as “Please” and -“Will you be so kind?” should be very frequently used. -When a request has been complied with, “Thank you” -should never be forgotten.</p> - -<p>2. Gentlemen should not remain seated when there -are ladies or older people standing in the room. No -young people should remain seated when by so doing -they oblige older people to stand. Young people should -not occupy the easiest chairs nor the most comfortable -places in a room when older people are present.</p> - -<p>3. Whispering in company is ill-mannered. Laughing -at something not understood by the whole company, -or at least by all who would notice the laughing, is -very impolite. Exchanging glances or meaning smiles -is rude. Boisterous laughter is always rude.</p> - -<p>4. If asked to sing or play or to contribute in any -legitimate way to the entertainment of company, one -should, if possible, comply with the request without -waiting to be urged. When one is trying to entertain a<span class="pagenum"><a name="Page_86" id="Page_86">[86]</a></span> -company, the company should give respectful attention, -never annoying the performer by whispering or talking -or moving about. When games are proposed, unless -there is some reason for not doing so, every one who is -invited to join in them should do so with right good -will. Good manners are based on kindness, and a kind -heart will lead any one to contribute as much as possible -to the enjoyment of all.</p> - -<p>5. One should give respectful and kindly attention to -another who is talking to him. No matter if the conversation -is not of great interest, it should be listened to -without interruption. This is especially true when -elderly people talk to those younger. When it is necessary -to discontinue the conversation, one should ask to -be excused. When two people begin to talk at the same -time, each should be ready with an “Excuse me,” or -“I beg pardon,” to yield the privilege of speaking first -to the other.</p> - -<p>6. It is a mark of good manners to show courtesy to -servants or to any in humble stations in life. A polite -request is always better than a stern command. Whoever -shows disregard of the feelings of a servant or one -in humble station, gives unmistakable proof of ill-breeding.</p> - -<p>7. It is courteous to commend what is commendable. -One should take pains to express commendation in words -to the one who deserves it. This is really no more than -common politeness. Many find it easy to speak words -of blame, but do not seem to think what gratification a -word of deserved praise affords.</p> - -<p><span class="pagenum"><a name="Page_87" id="Page_87">[87]</a></span></p> - - -<h3><span class="smcap">Reminders.</span></h3> - -<p>1. When asked a question to be answered by Yes or No -<ins class="corr" title="Transcriber's Note—Original text: 'it is considred'">it is considered</ins> more polite to say “Yes, Mrs. A.” than -“Yes, ma’am.” “Yes, sir” and “No, sir” are allowable, -but “Yes, Mr. A.” is better. When something is -said, and the one to whom it is said does not hear or -understand, the following questions are proper: “Sir?” -“I beg pardon,” “What did you say, Mrs. A.?” -When a person’s name is spoken before a question is -asked, the response should be “Sir?” or “Yes, Mrs. -A.?”</p> - -<p>2. When entering a private house gentlemen should -remove their hats. Any one should remove rubbers. -Umbrella, hat, overcoat, or waterproof should be left in -the hall.</p> - -<p>3. In entering a parlor, host and hostess should be -first sought out and spoken to. If the family only be -present, the one entering may properly shake hands with -all. This is partly a matter of choice, but if it is either -a formal or an informal call (not a business call) it is -highly proper. When the company is large, it is unnecessary. -The same direction applies in leaving.</p> - -<p>4. When in company or when making a call, lounging -or rocking should not be indulged in. Sitting with the -chair tipped in any way, or with the feet on the rounds -of the chair, is not allowable. Ladies should not sit -with the feet or knees crossed. Gentlemen should not -sit with the feet elevated. The feet should remain on -the floor, and should be as inconspicuous as possible. -No one should sit with the feet far apart.</p> - -<p><span class="pagenum"><a name="Page_88" id="Page_88">[88]</a></span></p> - -<p>5. Fumbling or fussing with the watch-chain or with -a ribbon or anything else should be avoided; also drumming -with the fingers or twirling things. When the -hands are not necessarily occupied they should be kept -quiet. The same may be said of the feet. Swinging -the feet or keeping them in motion or prominently in -sight is not proper. Constant and unnecessary motion -of hands or feet gives one an appearance of restlessness -which is not at all conducive to elegance of manner. -Repose of manner should be cultivated.</p> - -<p>6. Avoid passing directly in front of people when -possible. It is better, however, to pass in front of -others with a “Pardon me,” or “Excuse me,” than to -crowd behind them. A gentleman should allow a lady -to pass through a door before him, holding it open for -her, if necessary. Gentlemen should go up-stairs before -a lady, and behind her in coming down.</p> - -<p>7. It is rude to stare at people in company, especially -if they are peculiar in any way. Seem not to notice any -deformity or any peculiarity of dress or manner. Remember -the Golden Rule.</p> - -<p>8. Demonstrations of affection are out of place in company -or anywhere else in public. Girls should not sit or -walk with their arms about each other, or clasp hands, -or lean against each other. A gushing manner is silly -and impolite.</p> - -<p>9. Reading to one’s self in company is not excusable. -Reading aloud is still worse, unless by special request.</p> - -<p>10. When strangers are to be presented to each other, -the directions are as follows: Gentlemen should be presented -to ladies (as, Miss B., allow me to present Mr. C.),<span class="pagenum"><a name="Page_89" id="Page_89">[89]</a></span> -young men to elderly men, young women to elderly -women. People who have been introduced should make -some conversation with each other, and not turn rudely -away without a word.</p> - -<p>11. When people make calls they should inquire at the -door for those whom they wish to see. They should also -send in their <ins class="corr" title="Transcriber's Note—Original text: 'names if unkown'">names if unknown</ins> to the one who comes to -the door. When callers enter a room, persons in the -room not inquired for should soon leave. No member -of the family should enter the room when one is receiving -calls unless it is very necessary, and then an apology -should be offered.</p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_90" id="Page_90">[90]</a></span></p> - -<h2><a name="Chapter_XVIII" id="Chapter_XVIII"></a><a href="#CONTENTS"><span class="antiqua">Chapter XVIII.</span></a><br /> - -<span class="fs90"><em>MISCELLANEOUS ITEMS.</em></span></h2> - -<h3><span class="hidden">MISCELLANEOUS ITEMS.</span></h3> - -<p>1. Never enter a private room without rapping. -Never look over a person’s shoulder when he is reading -or writing. Never read what is designed for another -person only. Be courteous in thought as well as in act.</p> - -<p>2. Take good care of borrowed articles, and return -them in reasonable time. Never lend borrowed articles. -It is proper for the one who borrows to return the article -in person or to send by a servant. To compel the owner -to send for his property is a gross violation of good -manners.</p> - -<p>3. When necessary to make an inquiry of a stranger it -should be prefaced with “Excuse me,” “Pardon me,” -or “Will you kindly tell me?”</p> - -<p>4. In extending invitations for visits or parties it is -proper to state the time definitely. Punctuality in keeping -all engagements is a mark of good breeding in society -as well as in business.</p> - -<p>5. When gentlemen are walking with ladies it is a -proper courtesy to offer to relieve them of their parcels, -parasols, shawls, etc.</p> - -<p>6. When gifts or favors have been received, prompt -acknowledgment should be made. The slightest favor -deserves acknowledgment.</p> - -<p><span class="pagenum"><a name="Page_91" id="Page_91">[91]</a></span></p> - - - <div class="chapter"> -<h3 class="fs90">SUGGESTIVE STORIES, ANECDOTES, FABLES, -AND POEMS.</h3> - </div> - -<p class="pfs120">1. <span class="smcap lsp">Little Jack.</span></p> - -<div class="poetry-container"><div class="poetry"> -<div class="stanza"> -<p class="verse">There was one little Jack, not very long back,</p> -<p class="verse">And ’tis said to his lasting disgrace</p> -<p class="verse">That he never was seen with his hands at all clean,</p> -<p class="verse">Nor yet ever clean was his face.</p> -</div> -<div class="stanza"> -<p class="verse">His friends were much hurt to see so much dirt,</p> -<p class="verse">And often and well did they scour!</p> -<p class="verse">But all was in vain, he was dirty again</p> -<p class="verse">Before they had done it an hour.</p> -</div> -<div class="stanza"> -<p class="verse">When to wash he was sent, he reluctantly went</p> -<p class="verse">With water to splash himself o’er,</p> -<p class="verse">But he left the black streaks all over his cheeks,</p> -<p class="verse">And made them look worse than before.</p> -</div> -<div class="stanza"> -<p class="verse">The pigs in the dirt couldn’t be more expert</p> -<p class="verse">Than he was at grubbing about;</p> -<p class="verse">And the people have thought the gentleman ought</p> -<p class="verse">To be made with four legs and a snout.</p> -</div> -<div class="stanza"> -<p class="verse">The idle and bad may, like to this lad,</p> -<p class="verse">Be dirty and black, to be sure;</p> -<p class="verse">But good boys are seen to be decent and clean,</p> -<p class="verse">Altho’ they are ever so poor.</p> -<p class="verse16">—<cite>Jane Taylor.</cite></p> -</div></div></div> - - -<p class="pfs120">2. <span class="smcap lsp">The Boy and the Sparrows.</span></p> - -<p>A boy once found a nest of young sparrows, and put -them into his hat. He then set the hat on his head, -thinking no one would know what was under it. As he -walked through the streets, instead of lifting his hat to -bow to people, he held it fast upon his head. This -made everybody wonder. At last one man said, “Let<span class="pagenum"><a name="Page_92" id="Page_92">[92]</a></span> -me see if his hat has grown to his head.” Away went -the sparrows, as he lifted the hat from the boy’s head. -Everybody laughed; and now if a boy does not lift his -hat when he meets any one, people say, “Perhaps he -has sparrows under his hat.”—<cite>Selected.</cite></p> - - -<p class="pfs120">3. <span class="smcap lsp">The Unhappy Boy.</span></p> - -<p>Once there was a king who had a little boy whom he -loved. He gave him beautiful rooms to live in, and -pictures and toys and books. He gave him a pony to -ride, and a row-boat on a lake, and servants. But for -all this the young prince was not happy. He wore a -frown wherever he went, and was always wishing for -something he did not have. At length a magician came -to court. He said to the king, “I can make your son -happy.” So he took the boy into a private room and -wrote something on a piece of paper. Next he gave the -boy a candle and told him to light it and hold it under -the paper and see what he could read. The boy did as -he had been told, and white letters on the paper turned -into a beautiful blue. They formed these words:—<br /> - -<span class="pad6"><em>Do a kindness to some one every day.</em></span></p> - -<p>The prince made use of the secret and became the -happiest boy in the kingdom.—<cite>Selected.</cite></p> - - -<p class="pfs120">4. <span class="smcap lsp">Which was the Gentleman?</span></p> - -<p>Master Frank Amory went to the picnic, and so did -Jimmy Bell. Frank’s father was a rich man. Jimmy’s -father was a day-laborer. Frank wore handsome new -clothes, and Jimmy’s knees and elbows were patched, his -hat was torn, and he had no shoes. There was only one<span class="pagenum"><a name="Page_93" id="Page_93">[93]</a></span> -barrel of ice-water, with one drinking-cup; and as it was -a hot day there was a crowd around the barrel most of -the time. A half dozen girls had just come to get a -drink when Frank at the head of a file of boys came -running up, and snatching the cup rudely began to -drink.</p> - -<p>“Shame on you, Frank!” said one of the girls. -“Don’t you know you always ought to let girls drink -first?”</p> - -<p>“I don’t know as girls are any better than I am,” -said Frank, as he started off again.</p> - -<p>Not long after, Jimmy and some other boys had come -to the barrel, when shy little Minnie Carey came up. -“Wait boys!” said Jimmy, dipping out a cup of water. -“Let Minnie drink first.” And he very politely handed -her the cup. Minnie drank, and thanked him as she -handed it back again.—<cite>Selected.</cite></p> - - -<p class="pfs120">5. <span class="smcap lsp">The Elder Brother.</span></p> - -<div class="poetry-container"><div class="poetry"> -<div class="stanza"> -<p class="verse">The sun was set. The twilight dim had gathered,</p> -<p class="verse">And ’gainst the window-pane</p> -<p class="verse">The fierce north wind sent sudden spiteful flurries</p> -<p class="verse">Of mingled sleet and rain.</p> -</div> -<div class="stanza"> -<p class="verse">My easy-chair was drawn before the fire,</p> -<p class="verse">Benny was on my knee,</p> -<p class="verse">When low he whispered, “I don’t see, Aunt Dolly,</p> -<p class="verse">When folks are small like me,</p> -</div> -<div class="stanza"> -<p class="verseq">“How they get on without a nice big brother.</p> -<p class="verse">Why, even Tommie Stead—</p> -<p class="verse">Who bullies all my mates—don’t dare touch me;</p> -<p class="verse">He’s afraid, you see, of Ned.”</p> -</div> -<div class="stanza"> -<span class="pagenum"><a name="Page_94" id="Page_94">[94]</a></span> -<p class="verse">Just then he shyly pointed o’er his shoulder</p> -<p class="verse">With such a proud, fond look</p> -<p class="verse">At his tall brother Edward sitting near us,</p> -<p class="verse">Intent upon a book.</p> -</div> -<div class="stanza"> -<p class="verseq">“He carries the umbrella when ’tis raining,</p> -<p class="verse">And gives the most to me;</p> -<p class="verse">And helps me find the very far off places</p> -<p class="verse">In the geography,</p> -</div> -<div class="stanza"> -<p class="verseq">“And ‘splains’ the sums and makes the fractions easy.”</p> -<p class="verse">Here Benny heaved a sigh.</p> -<p class="verse">“I don’t like riffemtic; but Ned says, ‘Benny,</p> -<p class="verse">Be brave, my lad, and try.’”</p> -</div> -<div class="stanza"> -<p class="verseq">“He has long patience, and he’s very clever.</p> -<p class="verse">Why, once he made a cart,</p> -<p class="verse">And once he made a trap that caught a sparrow,</p> -<p class="verse">And ’cause it hurt my heart</p> -</div> -<div class="stanza"> -<p class="verseq">“To see the wild thing flutter, he soon freed it,</p> -<p class="verse">And smiled when off it fled;</p> -<p class="verse">And when I’m scared because it’s dark or lightens,</p> -<p class="verse">He takes me in his bed.</p> -</div> -<div class="stanza"> -<p class="verseq">“Our pastor said, last Sunday, that Lord Jesus</p> -<p class="verse">Up in the heavenly host,</p> -<p class="verse">Our elder brother is. It made me love him</p> -<p class="verse">Like my dear Ned—a’most.”</p> -</div> -<div class="stanza"> -<p class="verse">The blue eyes closed. Perhaps the gentle sandman</p> -<p class="verse">Had touched the golden head;</p> -<p class="verse">For low it drooped. But smiles still curved the sweet lips;</p> -<p class="verse">He dreamed, perhaps, of “Ned.”</p> -<p class="verse16">—<cite>Elisabeth Cumings.</cite></p> -</div></div></div> - - -<p class="pfs120">6. <span class="smcap">The Gnat and the Bull.</span></p> - -<p>A gnat who had flown about until he was tired sat -down to rest on the horn of a bull. After sitting there<span class="pagenum"><a name="Page_95" id="Page_95">[95]</a></span> -a long time he thought he would go home. So he made -a loud buzzing noise and said to the bull:</p> - -<p>“Would you like to have me stay longer or shall I go -now?”</p> - -<p>“Just as you please,” said the bull. “I did not know -when you came, and I am sure I shall not miss you when -you go away.”</p> - -<p>Little people often think themselves of greatest consequence.</p> - -<p class="right">—<cite>Æsop.</cite></p> - - -<p class="pfs120">7. <span class="smcap lsp">A Real Lady.</span></p> - -<p>A porter, an aged man, was passing along one of our -streets with a heavy package on his shoulder, when he -dropped his bale-hook and it rolled off the sidewalk into -the gutter. Two or three young men standing near -laughed at his misfortune, and offered no help. An -elegantly dressed lady passing, quietly stepped into the -street, and with her delicately gloved hand picked the -bale-hook from the gutter and handed it to the old man. -In trying to thank her, his hat fell off and rolled into -the gutter. Again she stepped into the street, picked -up his hat, and handed that to him. “God bless you,” -said he, and so the old man was made happier, the lady -was made happier, and the young men received a lesson -which may make their lives happier, if they have sense -enough to act upon it.—<cite>Selected.</cite></p> - - -<p class="pfs120">8. <span class="smcap lsp">Cautions.</span></p> - -<div class="poetry-container"><div class="poetry"> -<div class="stanza"> -<p class="verse">If you your lips would keep from slips,</p> -<p class="verse2">Five things observe with care:—</p> -<p class="verse">To whom you speak, of whom you speak,</p> -<p class="verse2">And how, and when, and where.</p><span class="pagenum"><a name="Page_96" id="Page_96">[96]</a></span> -</div> -<div class="stanza"> -<p class="verse">If you your ears would keep from jeers,</p> -<p class="verse2">These things keep meekly hid,—</p> -<p class="verse"><em>Myself</em> and <em>I</em>, and <em>mine</em> and <em>my</em>,</p> -<p class="verse2">And how <em>I</em> do or did.</p> -</div></div></div> - - -<p class="pfs120">9. <span class="smcap lsp">Letters of Recommendation.</span></p> - -<p>A gentleman advertised for a boy, and nearly fifty -applicants presented themselves. Out of that number -he 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 has a -great many. He wiped his feet when he came in, and -closed the door after him, showing that he was careful. -He gave his seat instantly to that lame old man, showing -that he was thoughtful. He took off his cap when he -came in, and answered my questions promptly, showing -that he was gentlemanly. He picked up a book which -I had purposely placed on the floor, and replaced it on -the table; and he waited quietly for his turn instead of -pushing and crowding, showing he was orderly and -honorable. When I talked to him, I noticed that his -clothes were brushed, his hair in order. When he wrote -his name, I noticed that his finger-nails were clean. -Don’t you call these things letters of recommendation?”—<cite>Selected.</cite></p> - - -<p class="pfs120">10. <span class="smcap lsp">A Gentlemanly Lad.</span></p> - -<p>My idea of a gentlemanly boy is a lad who treats -every young woman as he would like his sister to be -treated, and every older woman as he would wish his -mother to be treated.—<cite>Selected.</cite></p> - -<p><span class="pagenum"><a name="Page_97" id="Page_97">[97]</a></span></p> - - -<p class="pfs120">11. <span class="smcap lsp">A Series of Don’ts.</span></p> - -<p>Don’t slight a boy because his home is plain and unpretending. -Abraham Lincoln’s home was a log-cabin.</p> - -<p>Don’t slight a boy because of the ignorance of his -parents. Shakespeare, the world’s poet, was the son of -a man who was unable to write his own name.</p> - -<p>Don’t slight a boy because he chooses a humble trade. -The author of Pilgrim’s Progress was a tinker.</p> - -<p>Don’t slight a boy because of physical disability. Milton -was blind.</p> - -<p>Don’t slight a boy because of dullness in his lessons. -Hogarth, the celebrated painter and engraver, was a -stupid boy at his books.</p> - -<p>Don’t slight any one. Not alone because some day -they may far outstrip you in the race of life, but because -it is neither right, nor kind, nor polite.—<cite>Selected.</cite></p> - - -<p class="pfs120">12. <span class="smcap lsp">Family Intercourse.</span></p> - -<p>Family intimacy should never make brothers and -sisters forget to be polite and sympathizing to each other. -Those who contract thoughtless and rude habits towards -members of their own families will be rude and thoughtless -towards all the world. But let the family intercourse -be true, tender, and affectionate, and the manners -of all uniformly gentle and considerate, and the -members of a family thus trained will carry into the -world and society the habits of their childhood. They -will require in their associates similar habits.—<cite>Silvio -Pellico.</cite></p> - -<p><span class="pagenum"><a name="Page_98" id="Page_98">[98]</a></span></p> - - -<p class="pfs120">13. <span class="smcap">The Drum and the Vase of Sweet Herbs.</span></p> - -<p>A drum was once boasting to a vase of sweet herbs -in this way: “Listen to me! My voice is loud and -can be heard far off. I stir the hearts of men so that -when they hear my bold rearing they march out bravely -to battle.”</p> - -<p>The vase spoke no words, but gave out a fine, sweet -perfume that filled the air, and seemed to say: I cannot -speak, and it is not well to be proud, but I am full -of good things that are hidden within me, and that -gladly come forth to give cheer and comfort. But you, -you have nothing in you but noise, and you must be -struck to make you give that out. I would not boast if -I were you.—<cite>Æsop.</cite></p> - - -<p class="pfs120">14. <span class="smcap lsp">Love.</span></p> - -<div class="poetry-container"><div class="poetry"> -<div class="stanza"> -<p class="verse">The night has a thousand eyes,</p> -<p class="verse2">And the day but one;</p> -<p class="verse">Yet the light of the bright world dies</p> -<p class="verse2">With the dying sun.</p> -</div> -<div class="stanza"> -<p class="verse">The mind has a thousand eyes,</p> -<p class="verse2">And the heart but one;</p> -<p class="verse">Yet the light of a whole life dies</p> -<p class="verse2">When love is done.</p> -<p class="verse12">—<cite>F. W. Bourdillon.</cite></p> -</div></div></div> - - -<p class="pfs120">15. <span class="smcap lsp">Treatment of the Aged.</span></p> - -<p>A play was to be performed at the principal theatre -of Athens, and the seats were soon taken. When the -theatre was full, an old man came in and looked around -for a seat. He saw a party of young Athenians beckoning -to him. In order to get to them he had to climb -over seats and push his way through the crowd, and<span class="pagenum"><a name="Page_99" id="Page_99">[99]</a></span> -when at last he reached them, they sat down, and, instead -of giving him the seat he had expected, took up all -the room, leaving the old man standing. In this theatre -were some seats fitted up for strangers. These were -filled by young Spartans, who were much displeased at -the conduct of the Athenians, and beckoned to the old -man to come to them. When he was near them, they all -arose and received him with great respect. As the whole -assembly saw this they burst into a shout of applause. -The old man then said, “The Athenians <em>know</em> what is -right, but the Spartans practise it.”—<cite>Selected.</cite></p> - - -<p class="pfs120">16. <span class="smcap lsp">Civility to Strangers.</span></p> - -<p>It was through his civility to two strangers that Mr. -Winans of Philadelphia is said to have obtained, some -years ago, his invitation to go to St. Petersburg and -manufacture locomotives for the Russian Czar. The -Russian agent had been shown with indifference through -the larger establishments of Philadelphia, but on their -coming to Mr. Winans, who owned a third or fourth rate -factory, he took so much pains to show all its parts and -workings, and was so patient in his explanations and -answers to their inquiries, that within a year he was surprised -when asked to transfer his works to Russia. He -went, and accumulated a large fortune.</p> - - -<p class="pfs120">17. <span class="smcap lsp">A Good Rule.</span></p> - -<p>When you rise in the morning, form the resolution to -make the day a happy one to a fellow-creature. It is -easily done: a left-off garment to the man who needs it; -a kind word to the sorrowful; an encouraging word to<span class="pagenum"><a name="Page_100" id="Page_100">[100]</a></span> -the striving; trifles, in themselves as light as air, will do -at least for the twenty-four hours. And if you are old, -<ins class="corr" title="Transcriber's Note—Original text: 'rest assurred'">rest assured</ins> it will send you gently and happily down -the stream of time to eternity. By the most simple -arithmetical sum look at the result. If you send only -one person happily through the day, that is three hundred -and sixty-five in the course of a year. And suppose -you live forty years after you begin that course, you have -made fourteen thousand six hundred persons happy, at -all events, for a time.</p> - - -<p class="pfs120">18. <span class="smcap lsp">Character.</span></p> - -<p>Nothing can compensate for the lack of manliness in -a man, and womanliness in a woman. The man may be -a capable business man, an eloquent speaker, and accomplished -scholar; but if he lacks manliness, he remains -only half a man. The woman may be intelligent, accomplished, -refined; but if she lacks womanliness, she -lacks everything. In some of the Old-World universities -there are courses in “Humanity.” It is a pity that the -teaching of humanity in the wider sense of that which -makes man man, and woman woman, does not occupy -a larger place in the catalogues of our schools and -colleges.—<cite>Dr. Trumbull.</cite></p> - - -<p class="pfs120">19. <span class="smcap lsp">Honor.</span></p> - -<p>Mr. Smiles in one of his admirable books says that -Wellington was once offered half a million for a State -secret, not of any special value to the government, but -the keeping of which was a matter of honor. “It appears -you are capable of keeping a secret,” he said to the<span class="pagenum"><a name="Page_101" id="Page_101">[101]</a></span> -official. “Certainly,” he replied. “And so am I,” said -the general, and bowed him out.</p> - - -<p class="pfs120">20. <span class="smcap lsp">Consideration for Others.</span></p> - -<p>Sir Ralph Abercrombie, when mortally wounded, found -under his head the blanket of a private soldier, placed -there to ease his dying pains. “Whose blanket is this?” -“Duncan Roy’s.” “See that Duncan Roy gets his -blanket this very night,” said Sir Ralph, and died without -its comfort.</p> - - -<p class="pfs120">21. <span class="smcap lsp">Truthfulness.</span></p> - -<p>Calvert says, “A gentleman may brush his own shoes -or clothes, or mend or make them, or roughen his hands -with the helve, or foul them with dye-work or iron-work; -but he must not foul his mouth with a lie.”</p> - - -<p class="pfs120">22. <span class="smcap lsp">Delicacy.</span></p> - -<p>The gentleman never <em>sees</em> deformity. He will not talk -to a beggar of his rags, nor boast of his health before the -sick, nor speak of his wealth amongst the poor; he will -not seem to be fortunate amongst the hapless, nor make -any show of his virtues before the vicious.—<cite>T. T. Munger.</cite></p> - - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_102" id="Page_102">[102]</a></span></p> - -<h2><a name="MEMORY_GEMS" id="MEMORY_GEMS"></a><a href="#CONTENTS"><span class="antiqua">Memory Gems.</span></a></h2> - - -<div class="poetry-container"><div class="poetry"> -<div class="stanza"> -<p class="verse">1. Hearts like doors can open with ease</p> -<p class="verse4">To very, very little keys;</p> -<p class="verse4">And ne’er forget that they are these:</p> -<p class="verse4">“I thank you, sir,” and “If you please.”</p> -</div> -<div class="stanza"> -<p class="verse">2. Good boys and girls should never say,</p> -<p class="verse4">“I will,” and “Give me these.”</p> -<p class="verse4">Oh, no, that never is the way,</p> -<p class="verse4">But “Mother, if you please.”</p> -</div> -<div class="stanza"> -<p class="verse">3. To do to others as I would</p> -<p class="verse4">That they should do to me</p> -<p class="verse4">Will make me honest, kind, and good,</p> -<p class="verse4">As children ought to be.</p> -</div> -<div class="stanza"> -<p class="verse">4. I know a little girl, and who she is</p> -<p class="verse4">I’ll tell you by-and-by;</p> -<p class="verse4">When mother says, “Do this” or “that,”</p> -<p class="verse4">She says, “What for?” and “Why?”</p> -<p class="verse4">She’d be a better girl by far,</p> -<p class="verse4">If she would say, “I’ll try.”</p> -</div> -<div class="stanza"> -<p class="verse">5. Be kind, little children,</p> -<p class="verse4">To those who are poor,</p> -<p class="verse4">And ne’er against sorrow</p> -<p class="verse4">And want shut the door.</p> -</div> -<div class="stanza"> -<p class="verse">6. See, mamma, ’tis half-past eight;</p> -<p class="verse4">I must haste, or I’ll be late.</p> -<p class="verse4">Teacher says, “Make this your rule,</p> -<p class="verse4">Never to be late at school.”</p> -</div> -<div class="stanza"> -<p class="verse">7. A little child may have a loving heart,</p> -<p class="verse4">Most dear and sweet,</p> -<p class="verse4">And willing feet.</p> -<span class="pagenum"><a name="Page_103" id="Page_103">[103]</a></span> -<p class="verse4">A little child may have a happy hand,</p> -<p class="verse4">Full of kind deeds</p> -<p class="verse4">For many needs.</p> -<p class="verse4">A little child may have a gentle voice</p> -<p class="verse4">And pleasant tongue</p> -<p class="verse4">For every one.</p> -</div> -<div class="stanza"> -<p class="verse">8. Be kind and be gentle</p> -<p class="verse4">To those who are old,</p> -<p class="verse4">For dearer is kindness,</p> -<p class="verse4">And better, than gold.</p> -</div></div></div> - -<p>9. True politeness consists in making every one happy -about us.</p> - -<p class="p1" /> -<div class="poetry-container"><div class="poetry"> -<p class="verse">10. Deal with another as you’d have</p> -<p class="verse4">Another deal with you;</p> -<p class="verse4">What you’re unwilling to receive</p> -<p class="verse4">Be sure you never do.</p> -<p class="verse20"> </p> -</div></div> - -<p>11. Good manners cannot be put on at pleasure, like -an outside coat, but must belong to us.</p> - -<div class="poetry-container"><div class="poetry"> -<div class="stanza"> -<p class="verse">12. Children, do you love each other?</p> -<p class="verse4">Are you always kind and true?</p> -<p class="verse4">Do you always do to others</p> -<p class="verse4">As you’d have them do to you?</p> -<p class="verse4">Are you gentle to each other?</p> -<p class="verse4">Are you careful day by day</p> -<p class="verse4">Not to give offence by action,</p> -<p class="verse4">Or by anything you say?</p> -</div> -<div class="stanza"> -<p class="verse">13. In the school-room while we stay,</p> -<p class="verse4">There is work enough to do;</p> -<p class="verse4">Study, study through the day,</p> -<p class="verse4">Keep our lessons all in view.</p> -</div> -<div class="stanza"> -<p class="verse">14. By-and-By, is a very bad boy,</p> -<p class="verse4">Shun him at once and forever;</p> -<p class="verse4">For they who travel with By-and-By</p> -<p class="verse4">Soon come to the house of Never.</p><span class="pagenum"><a name="Page_104" id="Page_104">[104]</a></span> -</div> -<div class="stanza"> -<p class="verse">15. Five minutes late, and the school is begun.</p> -<p class="verse4">What are rules for if you break every one?</p> -<p class="verse4">Just as the scholars are seated and quiet,</p> -<p class="verse4">You hurry in with disturbance and riot.</p> -<p class="verse4">Why did you loiter so long by the way?</p> -<p class="verse4">All of the classes are formed for the day.</p> -<p class="verse4">Hurry and pick up your reader and slate;</p> -<p class="verse4">Room at the foot for the scholar that’s late.</p> -<p class="verse16">—<cite>Mrs. M. L. Rayne.</cite></p> -</div></div></div> - -<p>16. Give a boy address and accomplishments, and you -give him the mastery of palaces and fortunes, wherever -he goes.—<cite>Emerson.</cite></p> - -<p>17. Good manners are made up of petty sacrifices.—<cite>Emerson.</cite></p> - -<p>18. True courtesy is real kindness kindly expressed.—<cite>Dr. -Witherspoon.</cite></p> - -<p>19. Love as brethren, be pitiful, be courteous.—<cite>St. -Paul.</cite></p> - -<p>20. The gentleman never sees deformity.—<cite>Munger.</cite></p> - -<p>21. Sidney, at the battle of Zutphen, handed a cup of -water for which he longed with dying thirst to the -wounded soldier beside him, and said: “He needs it -more than I.”</p> - -<p>22. If one is centrally true, kind, honorable, delicate, -and considerate, he will almost, without fail, have manners -that will take him into any circle where culture and -taste prevail over folly.—<cite>Munger.</cite></p> - -<p>23. A beautiful behavior is the finest of the fine arts.—<cite>Emerson.</cite></p> - - -<hr class="chap pg-brk" /> -<div class="transnote"> -<a name="TN" id="TN"></a> - -<p><strong>TRANSCRIBER’S NOTE</strong></p> - -<p>Obvious typographical errors and punctuation errors have been -corrected after careful comparison with other occurrences within -the text and consultation of external sources.</p> - -<p>Except for those changes noted below, all misspellings in the text, -and inconsistent or archaic usage, have been retained. For example, -<span class="nowrap">table-manners</span>, table manners; playground, <span class="nowrap">play-ground</span>; monitorship; -contrariwise.</p> - -<p>Table of Contents:</p> -<p> -<a href="#Page_7">Pg 7</a>, Missing entry ‘Practical training in manners ... 18’ inserted.<br /> -<a href="#Page_8">Pg 8</a>, ‘treatment of schoolmates’ replaced by ‘treatment of -school-mates’.<br /> -<a href="#Page_8">Pg 8</a>, Numbering 1–4 inserted for the four entries listed for page 43.<br /> -<a href="#Page_9">Pg 9</a>, ‘Subjects suggested ... 47’ replaced by ‘“Keys” suggested ... 47’.<br /> -<a href="#Page_9">Pg 9</a>, Missing entry ‘<em>Subjects for additional lessons</em>’ inserted, -and the three subject items also inserted below it, all for page 49.<br /> -<a href="#Page_9">Pg 9</a>, page number ‘55’ added to line ending ‘... who make inquiries,’.<br /> -<a href="#Page_10">Pg 10</a>, Missing entry ‘<em>Subjects for Additional Lessons for Both -Grades.</em>’ inserted and the two subject items also inserted below it, -both for page 63.<br /> -<a href="#Page_11">Pg 11</a>, ‘Practical training in manners, 90’ replaced by ‘Miscellaneous -items, 90’.<br /> -</p> - -<p>Main text:</p> -<p> -<a href="#Page_4">Pg 4</a>, ‘courtesy employes’ replaced by ‘courtesy employs’.<br /> -<a href="#Page_5">Pg 5</a>, ‘good breading’ replaced by ‘good breeding’.<br /> -<a href="#Page_24">Pg 24</a>, ‘happpened to see’ replaced by ‘happened to see’.<br /> -<a href="#Page_24">Pg 24</a>, ‘Note.’ has been italicized for consistency.<br /> -<a href="#Page_28">Pg 28</a>, ‘he was empoyled’ replaced by ‘he was employed’.<br /> -<a href="#Page_28">Pg 28</a>, ‘gave you chair’ replaced by ‘gave your chair’.<br /> -<a href="#Page_40">Pg 40</a>, ‘sigh of good’ replaced by ‘sign of good’.<br /> -<a href="#Page_49">Pg 49</a>, ‘320.’ at the end of a paragraph has been retained. The -meaning is not clear.<br /> -<a href="#Page_49">Pg 49</a>, ‘Additional Lesssons’ replaced by ‘Additional Lessons’.<br /> -<a href="#Page_50">Pg 50</a>, ‘108.’ at the end of a paragraph has been retained. The -meaning is not clear.<br /> -<a href="#Page_56">Pg 56</a>, ‘show the necesssity’ replaced by ‘show the necessity’.<br /> -<a href="#Page_63">Pg 63</a>, ‘Bur first you’ replaced by ‘But first you’.<br /> -<a href="#Page_68">Pg 68</a>, ‘propor attentions’ replaced by ‘proper attentions’.<br /> -<a href="#Page_87">Pg 87</a>, ‘it is considred’ replaced by ‘it is considered’.<br /> -<a href="#Page_89">Pg 89</a>, ‘names if unkown’ replaced by ‘names if unknown’.<br /> -<a href="#Page_100">Pg 100</a>, ‘rest assurred’ replaced by ‘rest assured’.<br /> -</p> -</div> - - - - - - - - - -<pre> - - - - - -End of the Project Gutenberg EBook of How to Teach Manners in the School-room, by -Julia M. 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