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'i.«A >ARD COLLEGE LlNA!!Y
GIFT OF Tit£
GIL\r-u.nf S~NOOL er IDWCATIO/i

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.CONTENTS .

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. INTRODUCTION

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MANNERS IN -GF.NERAC '. .

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LE$SON II.
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MANNERS AT SCHOOL '

Bv LEE AND SHEPARD.

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·,y.· ;, ., • .: :

. LESSON
III.
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All rirkl• ~turrmi.
i!ANNERS

o~

THE S:rREET

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JliANNERS . AT_ HoME

LESSON V.
MANNERS TOWARD THE AGED

LESSON VI.
}.!ANNERS . AT THE TABLE

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LESSON
·_AT CHURCH

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'LESSONS ON MANNERS.

INTRODUCTION. ·

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. _s~ho~!-rooin, but at home arid in public places j and
' ye~rs aftenvards scholars have express~d their gr<:J.te·. fol appiecia.tion of 'this instruction and its value to
_ them·in· e·v ery-daj life. I'ha~e thought .that the pub- .
. lication _of .these outline lessons might be a help to
. other· teachers also, in , the way of offering sugges~
. , ' tions and saving time in preparing lessons for thei;
own classes.
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• For some classes the lessons as arrange9 in . this
little book may be too long, for othe.rs too short.
. . '.fhey are outlines merely; to be filled in a~d ~upple­
mented by each teacher,adding to, taking froin, and
varying th!7m .a t her discretion.
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·. It may seem unnecessary to t~uch upo~ such sim
ple things as some that are spoken
:'.ihe · teacher.
perhaps, cannot remember wh~~ these. [xioms wer~
' not £ari1iii :r to her; b~t let her put que5tions ·to · th(:;
childre~.. co,ncernirig them;·and she will find in many .
• • :;J1~0IS:th~~: tg' ~a_lf _
the· pupils'· she j~~-.t~,lkin~ iri an .
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Matters
are ment10ned
which- .<le ·. .
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.m ~}~?w. so . much . as ··they will a few'
·»·'::. · -~ta.~~e, _ coqdtict., at ·places of
~"n~; ,but in these things, as .·
·' ( a!ld girls .are learning
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. ened. · It is '\vell also.~ to speak · of. ~cts which .have . ·.
c0me i;nder the teacher'~ eye in the schooJ:200.m,o_n ;.:..
·':. :_·'.:-":-!
~:- the play-ground, or on the way to school,.and.let the ·
· .': !~
>·:"children decide w hether these ·.were ~polite ;or:irlf'p6Ht~,"t.::f.5':>-:Y·"L -~. :.• and _why. Thi~.wiHmake the who!~ m~ttei~r:i9i~;i~~~(.c~:..,~~;;.:~.:~~'".ll
to them, and, if they are ~ncouraged to furmsh . iBus, . ::..-'5',fii
· trat.ions, ther will 6pen • their ~eye~ '·a~d ··~n~.J~~~ ~n ·=·=~~,~~:--~~~-~:~~~11
their own little worlds. We want our children m
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school, from the youngest to the -oldest, fo notice a
·:.c:~
breach of politeness as quickly as an error in recita- . l~
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. ti on. A little girl of five fr()n: ·a. wret:~h~d ,_fati1ily, __-_·- ~.~:-~_c::- -~~~ ii
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who 'hdad p.rove.d and,apt schfolar md· the
cons1 erat1on;one ay per orme . some n mg ser- · - ·-:--: --- 1 ~
vice for an awkward little' new scholar;· I shall · never --·~--- ~-,ij
forget her look ~nd tone of .a mazement as she turned .
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to her · teacher with, "Why! he . didn't say \ Thank
l*J

·brat~cfl~ '. under ~:~~-~=~iii

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. yo::·;he time,of. the next exercise, I would have the ·
children reprdduc~' from an outline placed upon the
blackboard the precepts deduced from the previous
. talk, not insisting upon . any form of words, bu~ encouraging them to .use their own. This will be· also
a good oral exercise in language. If the schola.rs
.·. are old 'enough, this ' oral review can be_ put_ upon
.. paper, either at this ·- time or.for:a ' composition exer·... ;.

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· ·· If. the tea¢her ·thinks .- best; ·a ',copy of this .~anual
. may be placed in the hands. of .each scholar, and the
less?'.1 prepared like other · lessons, from the .Printed

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LESSONS ON MANNEP..S• .
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· ·school-room, but at home 'and in public places ; and
years aftenvards scholars have expr\!ssed their grate- _
.fu! appr'e ciation Of this instruction and its value to
. tI1c~ in e~-e~y-day life .. I ha~e thought _that the pub. lication o~; thes~ outline lessons might be a '. -hdp 'to. other teachers also. in the w:iv of offeri:-:2' · su:i-P-c~- ·
tions and saving time in preparing lessons for their
own
classes..
.
.• . For some classes the lessons as ·arranged in : this_: .
· . little book may be too· long, -for others· too · ~hort. - '
They are outlines merely; !.O.be ~ii~d i~ .:~~ci~s.upple- : •
mented _by each teacher, adding ~o,"takuf
ana
varying !h~m at her di~creti_on~ · _ ·· .:". · · · ·
It ;uay seem uunc::cessary _to touch upo~ such . simp le t_hings 'as some that are spoken of.' :The •teacher.
-''- ,~_):>_:i.h,a~:~. 2anl)_2t_ remember when thes~·· axioms wer~
· ·_:::y~"-""'iffit~f
FT'"-~~;_!; . but let her put q11cs\ions to -the: :
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fora-et
l~er -look , and -tone··Of
ainazement
as she turned ,
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t6 her · teacher' with,:" Why! he :' d i<ln't -· say·• Thank -

_you.'"

and she.-.-\·i.11 _find iri' ln.an.r
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is- taikmg m an

e : pup\k S~~e
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_s.- a1(J mt:nt10neu wmcn -iic

'·\~·::as t}iey will~ few

At the time ,of the next exercise; I woui<l have the ·
chiidren reproduce' from an outiine : piaced upon . th~ blackboard the precepts _deduced from· the previous
talk, no't insisting _u pon any form ~. of words, but en- couraging them ~use their own. , . 'I_'his wiH be also
a good oraLexercise in language. If the scholars
are bid enough, this oral 'revie\_V can b~ put upoi1 .
_paper, either at this. t ime or for a composition excr- ·
cise another <la:.;'. Nothing except practising- the
precepts ·will so fix these in their minds.

to

'onduct' at . places of

%in J hese -._th.ings, as _..

,A 'girls are
-learning
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:~ · -~iyi)1fillliWi"'"1I;;c=-- -~avi·:'h farnill~r talk with the
chiidr~~ ~{i,~~-"~!y~df_a-'7Irf1£ from . thcin; as far as it .
0

c~n be: d0;~~;_'.~0.Ifi0es of heha\•io r which the te;iclicr
"'-:ishes to im;n·cs~ upon ihcm . \Yhen she c;ln illus- tr2tc ;i. po:ut b)'a i;lury, .the impression wili be deep· :?~-

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-·-·-If. the te~cher -- th 1r)ks -Le ;;l,-<l ·- cOp~/- of - .lJ1is _znJ.n~J.l _ ·~
_ r.i'.'..\. be placed in thc :ho.r!ds of c'1.ch schobr, a nd tne _· _ -__: __ ~ ~
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les~on p~epared like .otheLlessons, Jrom_the_ prip.J:~Q__-.____ ._ __c: .. ~
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LESSONS ON MANNERS.

page. This course would _d iminish the amount of
blackboard writing.
Let the teacher, when it seems wise, commend
acts of politeness in her scholars. If they know she
sees and appreciates their efforts, they will redouble
them.
It ;,hould be lier constant aim to lead her scholars
so to -th ink on these things that are love!.); and of
good report in the province of manners, as well a:;
in tbe higher one of mornls, to which it is so closely

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allied, that think ing may take the shape of doing,

and doing m ay crystallize. into habit.

LESSON

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LESSON I.

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MANNERS IN GENERAL.

' OUTLINE FOR BLACKBOARO.
MANNERS IN GENERAL.

Quotathn e.bout man11ef8,
Golden Rule.
Need of constant practice.
. Lee.rni1.g by observation.
Quotation .

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IT has been said, "Mann~rs are something with ·
every one, and everything with some."
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/Strangers •vill judge us entirely by our manners,
since they cannot know, as our friends do, what is
beneath this outward behavior.
· The Golden Rule is the foundation of true polite~ . ·
ness, yvhich must spring from kiridness of hearJI If
we earnestly try to do to others what we would have
: them do tC? us, th.ough we may . through ignor~nce
disregard some points of society etiquette, yet we
can hardly be impolite.
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( Good manners cannot be put on at pleasure,. like ·
an outside co.at1 put must belong to us.) We · have
all seen veneering on furniture. At first the cheap
pine article may look as well as if it we~e made of .
the costly woo.cl with which it is covered; but in the ·
wear and tear of every-day use the. veneering will
come off in places, showing the common wood be·
neath. So it will be with our· manners.( If they are
not solid and real throughout, the thin covering of .. ~
politeness will break . off here and there, especially_
when exposed to hard usage,' and the real stuff "\Ve
are made of will be revealed .
. If we carefully observe" persons. of fine manners,
we· shall learn much that can be learned in ·no other
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LESSONS ON MANNER.~.

,way. ~ We· must 'riot think we .are too well informed ·
to be taught on this or any; subject, but keep our eyes"
and _ears open, and be always ready to karn a "more
excellent \vay." . The · greatest advantage to young
people of being in good ·society is the . opportunity to
·learn by observ~tion.
. We began ·this lesson \vith a quotation, ·and we
·. will dose· by another worth remembering: '' Polite• ness is like ari air-cushion; there may be nothing
· solid ~n it, but it eases the jolts of thi_s world wonder:;
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LESSON·IL

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LESSON ·II.

MANNERS AT SCHOOL.

Enterin,g and leaving room.
Laughing at mistakes or aooidents:
Conduct if aooidents ooour.
Treatment of new scholars,
Conduct when visitors are .oresent.
Raising hand, , ·.
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Rights of properly.
Distributing and o,ollecting mat: rials,
Conduct at looking-g/?.ss B.nd'_drinking
place.
In .relating oocurrenoes, when to speak
,., '~ fof one's self.
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MANNERS AT SCHOOL.

OU.TUNE FOR BLACKBOARD.

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WE must not forget to say "Good '11Qrning"
. the teacher when '\Ve first see her before school ; or, il'
we stop after school to speak to her, "Good after- ~·
noon " wheri we leave. If a boy, comes back into
the room after dismissal, he must remember to take
off his hat.
.
is rude to laugh at mistakes or awkwardness : .
nothirig is more ill-bred as well as unkind.' If an
accident occurs, we should not laugh, unless . it is so .·
amusing that all can join without hurting the feelings
of the one col'.cer~ed.
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If an accident happens to the dress .or property 6£
teacher or classmate, we should .offer our assistance
~uietiy, if we ca? be, of use, or. else n~t appear ~o se:./
. it, and by no means call attention to. it. · ..
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We ought to try to make a new scholar f~el at
,. home,_; help ' him to become acquainted with the 7·",
.others, t~ll him the rules and customs of the s~hool, '
and assist him at first in his lessons if he needs it.
We ought not to sta~e at hiriiwhen he enters or rises ··
to recite, or smi.le if he makes a mistake . . · It is kind .·
· to draw him into games at · recess until he !.orge.ts he.
. is a stranger. We should be esp~cially c~reful to dO\ .
peculiarly .
all 'this if the new scholar is poorly
dresse'd, or is crippled, or unfortunate .in any way'.o

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LESSONS

O~

MANNERS.
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When visitors are present, we must be sure to be·
have as well as at other times. If reading or singing
is going on, we should pass them a book, handing -it
properly, and should treat them a~ politely as if they
were at our houses. When the teacher is engaged . with company, we should not dist'Qrb her with un- .
necessary questions, but busy ourselves until _she is at liberty.
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/rfo raise hands when it can be avoided is an im·
polite interruption of school work~ and is as rude as
talking too much in company. To raise the .hand
when a teacher or scholar is speaking is the same
thing as to interrupt them with a rem_ark or questio~
We must respect the rights of - property~ It is
wrong to take a garm~nt, book, or other 'article be- fore or after school without asking permission. -_ If
anything is _borrowed~ it should be returned promptly
with thanks. .
~:.Ii
f'. ·-~~-- 're. \iistributi~g
rr'l~terials to_
the class, we
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qo,
.- -'·r~i(;le~~ i;,q·u_ietly and poli~ely -to each in
- · - "" ~Y.:~f,,;S,~at~~ - a·l:>ook or paper.
affar~ _ waiting for a d~nk
~ ;tii~m crowd .and push
';,i;'~fr;,e '.hi~self first. 1 t
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:-· ~ANN~R~-:~~{~~;,oo~..·:::.~fr~1~~-:;~

the girls to _drink fi~sf; <lA4_ th~ ' gir:Js sh~~1d .3:~~-~P-rN~:-;:'_:-~)t,;,.
-politeness in ~- ·po_lite fo?:rin~_i< --_ ·; . -- . ·.• ~/;, :_: '.:/\~f,·~,~~/ :: .">>{i~'.f
_ ·_ --Trie same rerriar~ applj_~s t? co~du~t -i p :~~e {:~Jtss;_~- .-:: -~- -Y~;:
- - ing_-room · before ,· s~hooL ·,_Scholars : shc>'~l~,:_<~q~~t~ll ..t~:·):-.;t'.
. wai(
others_tq~::!iang . up -;~\ot~irig.:;·~n.g:-i~,~~~~th~ -· ~~:#~;~~
___ lo_oking-glass, in~tead .··of _- P~~hing :fonv~rd ·'to.~.~~~~~0;. <.<_'.:·~'.·;.
the first chance .. _- · ( ·.
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- • rThes~ early_ habits _of courtesy or 'rud_ene~s :wilL '. ,_. ':·: ·:
_cling to us th~ough life ... . Whei;i we see , p~op~~ ,, ~-sl!: ,_ "<.::':
-. ing for the best . seat~- in _ c~rs -or stea~~C?<i;ts; }·~~ '. -:":;·_f(
cro"'.ding ·others as.id.e at c_o unters arid . railro~~ r.~s- " :_:/l}:j·
taurants, we' maybe reas~nably sure _they a~~ ;t~~~~ - ~~·.,
\vho~ wheri boys _'a nd .girls at · schoo_l~· pushe.d 9~.h~rs · -:: ·:: _
. away from· thelo_oking-gl_~s:~- ,an~? t~e drin~ing ,P},~c~'-'. .·i . ~:'.::_:
. In speaking . of ·occurr~µces/we must _not _s~y, -. ~ - ,- '·, - -.
- and Jaines :,w ent/',,'- We ·_o ught t? . speak~ ?Lot,l~se~y~s ;_:;\::'·.
last in
'cases} _exce'p t ~vhere mischief 'has: ~e~n i
· _doi1e~ when -we should relat~ our own share fir'.~~·· > .:

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.oj,:s_-~~~~ ;-_gfr~~. do~- -!~e:
d-:Jn~}c-- ~nd

wait - his
easanlest but.the 'quick~

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· OUTLINE FOR BLACKBOARD ..~

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MANNERS, ON THE STREET. , · ·

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Why espeo/ally important,
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Noisy ' and :boist~;OU.8 oonri,uot,
Ga.lling to a.ny one a.cross 'tl~e ~tr:eet;
Obstruoting the sidewa./k
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Meeting and passingpe(SOns, ·orossing
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over, ,a.n'd taking/eave, . :... ,: ,
Returning.·sa.luta.iions,
.Carrying 8.n 'um. b;~lia, :
Ea.ting in·:·ihe ·st~~et,.·, '.
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Throw!~'i:_F/,f/Jg;·orf th~":·eid~italk:;: ·,
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Ma.tkmg,
.wal!s
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andferioes;
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Looking· at.'' windows ·of private':' houifes
..: 'and. jio/nting, at objeot~;·:,, ,:_::''. ..· . .
>"· ::stilr!ng: ~t ·o~!aughini"at)/,ft,;,;,itl~s·~ ·;, :;.
-~· . . ·'An~werini_'· que~tio'1:;,· <.> :;< ·':. ·'\.:, ·.
J: :i >.<Offer/hg,a~8istanbe,\::. th"~iden:t8; ;. ·. . ·

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·OUTLINE 'FOR BLACKBOARD.

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MANNERS AT . HOME.'

\ Why mo8Umpo~tanl

?fall.

) Politeness :.to ··pa.rents. ·•
\politeness h~twee~ 'brothers an(/ sisters, .<
Politeness to 80rvants;
·l/lustraii/cJ))j": ·i.~.
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Treatment of company:

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.Gr~wn-up" oompa.ny,;- oa.llers ·a.~'d;;·".
visit~rs,~ y~ung,' oompaiiy;.· . · .
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\OUTLIN.~ ·FOR BLACKB()A:Ro.~: . '::; .

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MANNERS .· TOW
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THE 'AGED.
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.RespeoifrJ!treatment at a.II times; · , : .:: :~. .
Mistilke8'.jn g;B.m/nar and ' p"ronUn
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,tion,
·Attention to rema.rks~ a.nd qUesliohs,
·Patience in )·epea.ting a.n~wer8 . .· ...
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."· Wha't to tB.tko} 8.nd readto the·~~ .

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ihein.(~nd ·8avfng step~. :
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Heiping _'ihein first 8.(ta.iite~ :V '.,. ·..· >~ · .- ,, .... -. .... ,, ._.
:.'· ... iJN;'ng, -: Vp·.'. eea.ts ,. iii .: o~~i?r.·~ ~d : :publio.;i·; . . . ;);"- ~~;~1;:;:[v/)~~
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Entering and ta.king leave.
·Removal of ha.t a.nd ca.re of wrappings ...
Various ·courtesies.
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Treatment of accidents and n1/~"take8; .
Whispering,.laughing, aird private o()hversa.tio~1.

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