Building on the ground already gained convinces pupils that the new
habits recommended are not a novelty but an extension of something they
already respect. Only so can unfamiliar customs of courtesy be
introduced, especially if some of the children come from uncultured
homes. It requires real pedagogical skill to convince the untaught that
acts of courtesy are not necessarily hypocritical and affected.
Good manners come naturally to the adolescent, since this is the period
of display of the person. When once the novelty can be forgotten there
is a warm response in courteous forms of behavior. Hence, the cautious
teacher does not hold up a pupil to scorn or shame, but deals gently
with him on the assumption that he knows no better.
Imitation is the best agency for teaching courtesy. An administrator
should watch every teacher to ascertain if he treats the pupils
courteously. In bringing visitors into the school, one can select models
of courtesy and immeasurably stimulate student interest in good manners.