ing addressed to pupils, and intended to
influence them, it is an example of the mode of address and the kind of
influence recommended in this work. It was chiefly designed for new
scholars; a copy of it was presented to each on the day of her admission
to the school, and it was made her first duty to read it attentively.

[Footnote 4: The author was still connected with this school at the time
when this work was written.]

The system which it describes is one which gradually grew up in the
institution under the writer's care. The school was commenced with a
small number of pupils, and without any system or plan whatever, and the
one here described was formed insensibly and by slow degrees, through
the influence of various and accidental circumstances. I have no idea
that it is superior to the plans of government and instruction adopted
in many other schools. It is true that there must necessarily be _some_
system in every large institution; but various instructors will fall
upon different principles of organization, which will naturally be such
as are adapted to the habits of thought and manner of instruction of
their respective authors, and consequently each will be best for its own
place. While, therefore, some system--some methodical arrangement is
necessary in all schools, it is not necessary that it should be the same
in all. It is not even desirable that it should be. I consider this plan
as only one among a multitude of others, each of which will be
successful, not by the power of its intrinsic qualities, but just in
proportion to the ability and faithfulness with which it is carried into
effect.

There may be features of this plan which teachers who may read it may be
inclined to adopt. In other cases, suggestions may occur to the mind of
the reader, which may modify in some degree his present plans. Others
may merely be interested in seeing how others effect what they, by other
methods, are equally successful in effecting.

It is in these and similar ways that I have often myself been highly
benefited in visiting schools and, in reading descriptions of them, and
it is for such purposes that I insert the account here.

TO A NEW SCHOLAR ON HER ADMISSION TO THE MOUNT VERNON SCHOOL.

As a large school is necessarily somewhat complicated in its plan, and
as new scholars usually find that it requires some time and gives them
no little trouble to understand the arrangements they find in operation
here, I ha