ls or questions on
his desk, in the same way. In a few days, he will have another, and thus
the plan may be gently and gradually introduced.

So with officers. They should be appointed among the scholars, only _as
fast as they are actually needed_, and the plan should thus be
cautiously carried only so far as it proves good on trial. Be always
cautious about innovations and changes. Make no rash experiments on a
large scale, but always test your principle in the small way, and then,
if it proves good, gradually extend its operation, as circumstances seem
to require.

By thus cautiously and slowly introducing plans, founded on the
systematic principles here brought to view, a very considerable degree
of quiet, and order, and regularity may be introduced into the largest
and most miscellaneous schools. And this order and quiet are absolutely
necessary, to enable the teacher to find that interest and enjoyment in
his work, which were exhibited in the last chapter; the pleasure of
_directing and controlling mind_, and doing it, not by useless and
anxious complaints, or stern threats and painful punishments; but by
regarding the scene of labor in its true light, as a community of
intellectual and moral beings, and governing it by moral and
intellectual power. It is, in fact, the pleasure of exercising power. I
do not mean arbitrary, personal authority, but the power to produce, by
successful but quiet contrivance, extensive and happy results;--the
pleasure of calmly considering every difficulty, and without irritation
or anger, devising the proper moral means to remedy the moral evil: and
then the interest and pleasure of witnessing its effects.

CHAPTER III.

INSTRUCTION.

There are three kinds of human knowledge which stand strikingly distinct
from all the rest. They lie at the foundation. They constitute the roots
of the tree. In other words, they are the _means_, by which all other
knowledge is acquired. I need not say, that I mean, Reading, Writing,
and Calculation.

Teachers do not perhaps always consider, how entirely and essentially
distinct these three are from all the rest. They are arts; the
acquisition of them is not to be considered as knowledge, so much as the
means, by which knowledge may be obtained. A child, who is studying
Geography, or History, or Natural Science, is learning _facts_,--gaining
information; on the other hand, the one who is learning to write, or to
read, or to calculate, may