culties, their joys and troubles, and by his ceaseless efforts to help them by instruction and advice. Jouvancy says the teacher should care particularly for the more delicate, visit the sick, encourage the backward, advise those that are in any embarrassment, in short, display the earnestness of a father and the devotion of a mother, especially towards pupils recently enrolled, and those in need. He should also notify the parents of progress or remissness on the part of their children. However, in most Jesuit colleges this is done by the Prefect of Studies or the Prefect of Discipline.
The teacher will further gain the affection of his pupils if he performs his duties conscientiously, but without gloomy severity. A cheerful countenance should greet the students when they arrive for the morning session. For the teacher loses much of his authority if his pupils are forced to make a daily inspection of his face, as they would of the bulletin of the weather forecast. The teacher's lively disposition and interesting way of speaking will act like a pleasant sunny spring morning on all, and do away with sleepiness and dullness, whereas sternness and gloom on his part will influence the class like a heavy fog on a winter's day. It is possible that a whole class appears slow and spiritless, but the professor may be responsible for it, either by his own lack of spirit and alacrity, by his tedious talk, or also by his too excessive demands on the class. To be ever reaching after the absolutely unattainable, is not particularly exhilarating, yet the professor may put his pupils in such a plight by placing before them too high a standard of excellence and never admitting
