thority,
scholars will universally be pleased with them. They like to see the
uniform appearance, the straight line, the simultaneous movement. They
like to feel the operation of system, and to realize, while they are at
the school-room, that they form a community, governed by fixed and
steady laws, firmly but kindly administered. On the other hand, laxity
of discipline, and the disorder which will result from it, will only
lead the pupils to contemn their teacher and to hate their school.

By introducing and maintaining such a discipline as I have described,
great facilities will be secured for examining the classes. For example,
to take a case different from the one before described, let us suppose
that a class have been performing a number of examples in Addition. They
come together to the recitation, and, under one mode of managing
classes, the teacher is immediately beset by a number of the pupils with
excuses. One had no slate; another was absent when the lesson was
assigned; a third performed the work, but it got rubbed out, and a
fourth did not know what was to be done. The teacher stops to hear all
these, and to talk about them, fretting himself, and fretting the
delinquents by his impatient remarks. The rest of the class are waiting,
and, having nothing good to do, the temptation is almost irresistible to
do something bad. One boy is drawing pictures on his slate to make his
neighbors laugh, another is whispering, and two more are at play. The
disorder continues while the teacher goes round examining slate after
slate, his whole attention being engrossed by each individual, as the
pupils come to him successively, while the rest are left to themselves,
interrupted only by an occasional harsh, or even angry, but utterly
useless rebuke from him.

But, under another mode of managing classes and schools, a very
different result would be produced.

A boy approaches the teacher to render an excuse; the teacher replies,
addressing himself, however, to the whole class, "I shall give all an
opportunity to offer their excuses presently. No one must come till he
is called."

The class then regularly take their places in the recitation seats, the
prepared and unprepared together. The following commands are given and
obeyed promptly. They are spoken pleasantly, but still in the tone of
command.

"The class may rise.

"All those that are not fully prepared with this lesson may sit."

A number sit; and others, doubtf