I dare say Mr. Shakespeare was trying to express this theory when he
said: "Assume a virtue, though you have it not." That's exactly what
I'm trying to have my pupils do all the while. I'm trying to have
them wear their company manners continually, so that, in good time,
they will become their regular working garb. I'm glad to have them
assume the attitudes of diligence and politeness, thinking that their
attitudes may generate the corresponding emotions. It is a severe
strain on a boy at times to seem polite when he feels like hurling
missiles. We both know that his politeness is mere make-believe, but
we pretend not to know, and so move along our ways of hypocrisy
hoping that good may come.

There is a telephone-girl over in the central station, wherever that
is, who certainly is beautiful if the voice is a true index. Her
tones are dulcet, and her voice is so mellow and well modulated that
I visualize her as another Venus. I suspect that, when she began her
work, some one told her that her tenure of position depended upon the
quality of her voice. So, I imagine, she assumed a tonal quality of
voice that was really a sublimated hypocrisy, and persisted in this
until now that quality of voice is entirely natural. I can't think
that Shakespeare had her specially in mind, but, if I ever have the
good fortune to meet her, I shall certainly ask her if she reads
Shakespeare. Now that I think of it, I shall try this treatment on
my own voice, for it sorely needs treatment. Possibly I ought to
take a course of training at the telephone-station.

I am now thoroughly persuaded that Mr. Lucas gave expression to a
great principle of pedagogy in what he said about hypocrisy, and I
shall try to be diligent in applying it. If I can get my boys to
assume an arithmetical attitude, they may come to have an