ion from
the recitation, I returned to the sofa.

"In a short time the _propositions_ were read. 'Proposed, that the
committee be impeached for not providing suitable pens.' 'Lost, a
pencil, with a piece of India-rubber attached to it by a blue ribbon,'
&c., &c.

"Recess was again announced, and the lines commenced their evolutions to
the tune of 'Kendall's March.' Thought I, 'Oh that there were a new tune
under the sun!'

"Before the close of school some compositions were read. One was
entitled 'The Magic King,' and commenced, 'As I was sitting alone last
evening, I heard a gentle tap on the door, and immediately a beautiful
fairy appeared before me. She placed a ring on my finger, and left me.'
The next began, 'It is my week to write composition, but I do not know
what to say. However, I must write something, so it shall be a
dialogue.' Another was entitled the 'Magical Shoe,' and contained a
marvelous narration of adventures made in a pair of shoes more valuable
than the far-famed 'seven-league boots.' A fourth began, 'Are you
acquainted with that new scholar?' 'No; but I don't believe I shall like
her.' And soon the 'Magical Thimble,' the 'Magical Eye-glass,' &c., were
read in succession, until I could not but exclaim, 'How pleasing is
variety!' School was at length closed, and the young ladies again
attacked the piano. 'Oh,' repeated I to myself, '_how pleasing is
variety!_ as I left the room to the tune of Kendall's March."

By means like these, and others similar to them, it will not be
difficult for any teacher to obtain so far an ascendency over the minds
of his pupils as to secure an overwhelming majority in favor of good
order and co-operation with him in his plans for elevating the character
of the school. But let it be distinctly understood that this, and this
only, has been the object of this chapter thus far. The first point
brought up was the desirableness of making at first a favorable
impression; the second, the necessity of taking general views of the
condition of the school, and aiming to improve it in the mass, and not
merely to rebuke or punish accidental faults; and the third, the
importance and the means of gaining a general influence and ascendency
over the minds of the pupils. But, though an overwhelming majority can
be reached by such methods as these, all can not. We must have the
majority secured, however, in order to enable us to reach and to reduce
the others. But to this work we must