e same, in all good schools. I mean a minute account of
the plans and arrangements by which these general principles are
applied. Suppose twenty, of the most successful teachers in New England
would write such a description, each of his own school, how valuable
would be the volume which should contain them!

With these views, I have concluded to devote one chapter to a
description of the school which has been for four years under my care.
The account was originally prepared and _printed_, but not published,
for the purpose of distribution among the scholars, simply because this
seemed to be the easiest and surest method of making them, on their
admission to the school, acquainted with its arrangements and plans. It
is addressed, therefore, throughout, to a pupil, and I preserve its
original form, as, by its being addressed to pupils, and intended to
influence them, it is an example of the mode of address, and the kind of
influence recommended in this work. It was chiefly designed for new
scholars; a copy of it was presented to each, on the day of her
admission to the school, and it was made her first duty to read it
attentively.

The system which it describes is one, which gradually grew up in the
institution under the writer's care. The school was commenced with a
small number of pupils, and without any system or plan whatever, and the
one here described, was formed insensibly and by slow degrees, through
the influence of various and accidental circumstances. I have no idea
that it is superior to the plans of government and instruction adopted
in many other schools. It is true that there must necessarily be _some_
system in every large school; but various instructers will fall upon
different principles of organization, which will naturally be such as
are adapted to the habits of thought and manner of instruction of their
respective authors, and consequently each will be best for its own
place. While, therefore, some system,--some methodical arrangement, is
necessary in all schools, it is not necessary that it should be the same
in all. It is not even desirable that it should be. I consider this
plan, as only one among a multitude of others, each of which will be
successful, not by the power of its intrinsic qualities, but just in
proportion to the ability and faithfulness with which it is carried into
effect.

There may be features of this plan, which teachers who may read it, may
be inclined to adopt. In other case