hfulness and punctuality with which they prepare their lessons. She
ought to ascertain whether they are punctual at school and regular in
their habits--whether their desks are neat and well arranged, and their
exercises carefully executed. She ought to correct, through her own
influence, any evils of this kind she may find, or else immediately to
refer the cases where this can not be done to me.

The better and the more pleasantly to accomplish the object of exerting
a favorable influence upon the characters of the members of their
section, the superintendents ought often to bring up subjects connected
with moral and religious duty in section meetings. This may be done in
the form of subjects assigned for composition, or proposed for free
discussion in writing or conversation, or the superintendents may write
themselves, and read to the section the instructions they wish to give.

When subjects for written composition are thus assigned, they should be
so presented to the pupils as to lead their minds to a very practical
mode of regarding them. For example, instead of simply assigning the
subject _Truth_ as the theme of an abstract moral essay, bring up
definite points of a practical character, such especially as are
connected with the trials and temptations of early life. "I wish you
would all give me your opinions," the teacher might say in such a case,
"on the question, What is the most frequent inducement that leads
children to tell falsehoods? Also, do you think it is right to tell
untruths to very little children, as many persons do, or to people who
are sick? Also, whether it would be right to tell a falsehood to an
insane man in order to manage him?"

Sometimes, instead of assigning a subject of composition _verbally_, the
superintendent exhibits an engraving, and the several members of the
class then write any thing they please which is suggested to them by
the engraving. For example, suppose the picture thus exhibited were to
represent a girl sewing in an attic. The compositions to which it would
give rise might be very various. One pupil would perhaps simply give an
account of the picture itself, describing the arrangements of the room,
and specifying the particular articles of furniture contained in it.
Another would give a soliloquy supposed to be spoken by the sewing-girl
as she sits at her work. Another would narrate the history of her life,
of course an imaginary one. Another would write an essay on the