of a proper authority to bear
upon them soon. By the plan I have recommended of not attempting to
remodel the school wholly at once, the teacher obtains time for noticing
the pupils, and learning something about their individual characters. In
fact, so important is this, that it is the plan of some teachers,
whenever they commence a new school, to let the boys have their own way,
almost entirely, for a few days, in order to find out fully who the idle
and mischievous are. This is, perhaps, going a little too far; but it is
certainly desirable to enjoy as many opportunities for observation as
can be secured on the first few days of the school.

6. Make it, then, a special object of attention, during the first day or
two, to discover who the idle and mischievous individuals are. They will
have generally seated themselves together in little knots; for, as they
are aware that the new teacher does not know them, they will imagine
that, though perhaps separated before, they can now slip together again
without any trouble. It is best to avoid, if possible, an open collision
with any of them at once, in order that they may be the better observed.
Whenever, therefore, you see idleness or play, endeavor to remedy the
evil for the time by giving the individual something special to do, or
by some other measure, without, however, seeming to notice the
misconduct. Continue thus adroitly to stop every thing disorderly,
while, at the same time, you notice and remember where the tendencies to
disorder exist.

By this means, the individuals who would cause most of the trouble and
difficulty in the discipline of the school will soon betray themselves,
and those whose fidelity and good behavior can be relied upon will also
be known. The names of the former should be among the first that the
teacher learns, and their characters should be among the first which he
studies. The most prominent among them--those apparently most likely to
make trouble--he should note particularly, and make inquiries out of
school respecting them, their characters, and their education at home,
so as to become acquainted with them as early and as fully as possible,
for he must have this full acquaintance with them before he is prepared
to commence any decided course of discipline with them. The teacher
often does irreparable injury by rash action at the outset. He sees, for
instance, a boy secretly eating an apple which he has concealed in his
hand, and which he