children. Excuses which are often made for disobedience.

2. SELFISHNESS.--Cases of selfishness any of the pupils have observed.
Dialogues they have heard exhibiting it. Questions about its nature.
Indications of selfishness.

3. FAULTS OF THE SCHOOL.--Any bad practices the scholars may have
observed in regard to general deportment, recitations, habits of study,
or the scholars' treatment of one another. Each scholar may write what
is his own greatest trouble in school, and whether he thinks any thing
can be done to remove it. Any thing they think can be improved in the
management of the school by the teacher. Unfavorable things they have
heard said about it out of school, though without names.

4. EXCELLENCES OF THE SCHOOL.--Good practices which ought to be
persevered in. Any little incidents the scholars may have noticed
illustrating good character. Cases which have occurred in which scholars
have done right in temptation, or when others around were doing wrong.
Favorable reports in regard to the school in the community around.

5. THE SABBATH.--Any thing the scholars may have known to be done on the
Sabbath which they doubt whether right or wrong. Questions in regard to
the subject. Various opinions they have heard expressed. Difficulties
they have in regard to proper ways of spending the Sabbath.

(8.) We have one other method to describe by which a favorable moral
influence may be exerted in school. The method can, however, go into
full effect only where there are several pupils who have made
considerable advances in mental cultivation.

It is to provide a way by which teachers and pupils may write
anonymously for the school. This may be done by having a place of
deposit for such articles as may be written, where any person may leave
what he wishes to have read, nominating by a memorandum upon the article
itself the reader. If a proper feeling on the subject of good discipline
and the formation of good character prevails in school, many articles,
which will have a great deal of effect upon the pupils, will find their
way through such an avenue once opened. The teacher can himself often
bring forward in this way his suggestions with more effect than he
otherwise could do. Such a plan is, in fact, like the plan of a
newspaper for an ordinary community, where sentiments and opinions stand
on their own basis, and influence the community just in proportion to
their intrinsic merits, unassisted by the authority of