be honest, or that you would like to have a
committee appointed?"

There was a confused murmur. Some answer one, and some the other.

"I think," proceeds the teacher, "the boys will be honest, and report
their desks just as they are. At any rate, the number of dishonest boys
in this school, cannot be so large as materially to affect the result. I
think we had better take your own statements. As soon as the desks are
all examined, those who have found theirs in a condition which does not
satisfy them, are requested to rise and be counted."

The teacher then looks around the room, and selecting some intelligent
boy who has influence among his companions, and whose influence he is
particularly desirous of enlisting on the side of good order, says,
"Shall I nominate some one to keep an account of this plan?"

"Yes sir," say the boys.

"Well, I nominate William Jones. How many are in favor of requesting
William Jones to perform this duty?"

"It is a vote. William, I will thank you to write upon a piece of paper,
that on the 8th of December, the subject of order in the desks was
brought up, and that the boys resolved on making an effort to improve
the school in this respect. Then say, that the boys reported all their
desks which they thought were disorderly, and that the number was 35;
and that after a week or two, the desks are to be examined again, and
the disorderly ones counted, that we may see how much we have improved.
After you have written it, you may bring it to me, and I will: tell you
whether it is right."

"How many desks do you think will be found to be disorderly, when we
come to make the examination?"

The boys hesitate.

The teacher names successively several numbers, and asks, whether they
think the real number will be greater or less. He notices their votes
upon them, and at last fixes upon one, which seems to be about the
general sense of the school. Then the teacher, himself mentions the
number, which he supposes will be found to be disorderly. His estimate
will ordinarily be larger than that of the scholars; because he knows
better how easily resolutions are broken. This number too, is recorded,
and then the whole subject is dismissed.

Now, of course, no reader of these remarks, will understand me to be
recommending, by this imaginary dialogue, (for the whole of it is
imaginary,) a particular course to be taken in regard to this subject,
far less the particular language to be used. All I mea