that the boys will be so engaged in the duties of
their _offices_, as to neglect their _studies_. This would be, and ought
to be, fatal to the whole plan. Avoid it in this manner. State publicly
that you will not appoint any to office, who are not good scholars,
always punctual, and always prepared; and when any boy, who holds an
office, is going behind hand in his studies, say to him kindly, "You
have not time to get your lessons, and I am afraid it is owing to the
time you spend in helping me. Now if you wish to resign your office, so
as to have a little more time for your lessons, you can. In fact, I
think you ought to do it. You may try it for a day or two, and I will
notice how you recite, and then we can decide."

Such a communication will generally be found to have a powerful effect.
If it does not remedy the evil, the resignation must be insisted on. A
few decided cases of this kind, will effectually remove the evil I am
considering.

* * * * *

Another difficulty, which is likely to attend the plan of allowing the
pupils of the school to decide some of the cases which occur, is, that
it may tend to make them insubordinate; so that they will, in many
instances, submit, with less good humor, to such decisions as you may
consider necessary. I do not mean that this will be the case with all,
but that there will be a few, who will be ungenerous enough, if you
allow them to decide, sometimes, to endeavor to make trouble, or at
least to show symptoms of impatience and vexation, because you do not
allow them to decide always.

Sometimes this feeling may show itself by the discontented looks, or
gestures, or even words, with which some unwelcome decision will be
received. Such a spirit should be immediately and decidedly checked. It
will not be difficult to check, and even entirely to remove it. On one
occasion, when, after learning the wishes of the scholars on some
subject which had been brought before them, I decided contrary to it,
there arose a murmur of discontent, all over the room. This was the more
distinct, because I have always accustomed my pupils to answer questions
asked, and to express their wishes and feelings on any subject I may
present to them, with great freedom.

I asked all those, who had expressed their dissatisfaction, to rise.

About one third of the scholars arose.

"Perhaps you understood, that when I put the question to vote, I meant
to abide by your de