chers as to the progress they make in study, and the
faithfulness and punctuality with which they prepare their lessons. She
ought to ascertain whether they are punctual at school, and regular in
their habits,--whether their desks are neat and well arranged, and their
exercises carefully executed. She ought to correct, through her own
influence, any evils of this kind she may find, or else immediately to
refer the cases where this cannot be done, to me.

The better and the more pleasantly to accomplish the object of exerting
a favorable influence upon the characters of the members of their
sections, the Superintendents ought often to bring up subjects connected
with moral and religious duty in section meetings. This may be done in
the form of subjects assigned for composition, or proposed for free
discussion in writing or conversation, or, the Superintendents may write
themselves, and read to the section the instructions they wish to give.

5. Though the Superintendents as such, have necessarily speaking, no
_teaching_ to do, still they ought particularly to secure the progress
of every pupil in what may be called the _essential_ studies, such as
reading, writing, and spelling. For this purpose they either see that
their pupils are going on successfully in classes in school, in these
branches, or they may attend to them in the Section, provided that they
never allow such instruction to interfere with their more appropriate
and important duties.

In a word, the Superintendents are to consider the members of their
Sections as pupils confided to their care, and they are not merely to
discharge mechanically any mere routine of duty, such as can be here
pointed out, but to exert all their powers,--their ingenuity, their
knowledge of human character, their judgment and discretion in every
way, to secure for each of those committed to their care, the highest
benefits which the institution to which they belong can afford. They are
to keep a careful and faithful record of their plans and of the history
of their respective Sections, and to endeavor, as faithfully and as
diligently, to advance the interests of the members of them, as if the
Sections were separate and independent schools of their own.

A great responsibility is thus evidently intrusted to them, but not a
great deal of _power_. They ought not to make changes, except in very
plain cases, without referring the subject to me. They ought not to make
rash experiments,