g 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; fretted 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, doubtful whether they are prepared or not, or
thinking that there is something peculiar in their cases, which they
wish to state, raise their hands, or make any other signal which is
customary to indicate a wish to speak. Such a signal ought always to be
agreed upon, and understood in school.

The teacher shakes his head; saying "I will hear you presently. If
there is, on any account whatever, any doubt whether you are prepared,
you must sit."

"Those that are standing may read their answers, to No. 1. Unit figure?"

_Boys._ "Five."

_Teacher._ "Tens?"

_B._ "Six."

_T._ "Hundreds?"

_B._ "Seven