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Rh for the regulation of our conduct here. This, however, is not the most important thing. A school is a miniature society. Do we not all know how it forms an atmosphere of its own, how the members make a code of their own, and a public opinion of their own? And then, what a position the teacher holds in this little community. What a dangerous and responsible eminence he occupies. What criticism he undergoes. What an authority his example exerts. So, in this little society, general notions of conduct are unconsciously formed, principles are adopted, habits grow. Every member in his place gives to, and takes from, the common life. It may be well doubted whether there is any association of life which exerts greater influence on character than does the school, and its influence comes, too, just as the formative period, when impressions are most easily received and sink deepest.

Here then is where sensationalism may do its greatest harm, and where integrity of method is most important. The untruthfulness of sensationalism here becomes a germinal principle, which develops into manifold forms of untruthfulness in character. Young people cannot practice show and pretense and yet be taught to believe that the only important thing is what you are, and not at all what people think about you. They cannot practice the devices which give a semblance of learning, and yet be taught to believe that shams are disgraceful and that the frank honesty which owns the worst is a noble trait. They may learn to be ashamed when caught in a false pretense, but they will not learn shame at deceit. I do not say that they will lie or steal, but it is a pitiful code which defines honesty as refraining from seizing other people's property. Honesty is a far wider virtue than not-stealing. It embraces rectitude of motive and purpose, completeness and consistency of principle, and delicacy of responsibility. Truthfulness is the very cornerstone of character, and an