If acts of courtesy can be made a social affair, a powerful impetus will
be exerted toward reform. So long as a boy thinks he acts exceptionally
well if he is polite, and so stands in a class by himself, he will give
only grudging attention to matters of etiquette. Just as largely as
possible we should use the group to teach the individual.
In the case cited, the superintendent and teacher taught more
ill-manners by their example than they did good manners by precept. They
were brusque, rude, unsympathetic, tactless, and ineffective.
Strict conformity to rule can be as clearly required and uniformly
enforced by methods that are not dictatorial and terrorizing. The latter
may secure a few immediate formal results; the more cultured methods
will draw out a pupil’s interest and hearty response.