on to his pupils in such a way. I have known a much
larger balloon than the one represented in the engraving to be
constructed by the teacher and pupils of a common country school from
directions in Rees's Cyclopedia, and sent up in the open air. The
aeronaut that accompanied it was a hen--poor thing!] The design of such
lectures should be to extend the _general knowledge_ of the pupils in
regard to those subjects on which they will need information in their
progress through life. In regard to each of these particulars I shall
speak more particularly hereafter, in the chapters to which they
respectively belong. My only object here is to show, in the general
arrangements of the school, how a place is to be found for them. My
practice has been to have two periods of short duration, each day,
appropriated to these objects: the first to the _business of the
school_, and the second to such studies or lectures as could be most
profitably attended to at such a time.

We come now to one of the most important subjects which present
themselves to the teacher's attention in settling the principles upon
which he shall govern his school. I mean the degree of influence which
the boys themselves shall have in the management of its affairs. Shall
the government of school be a _monarchy_ or a _republic?_ To this
question, after much inquiry and many experiments, I answer, a monarchy;
an absolute, unlimited monarchy; the teacher possessing exclusive power
as far as the pupils are concerned, though strictly responsible to the
committee or to the trustees under whom he holds his office.

While, however, it is thus distinctly understood that the power of the
teacher is supreme, that all the power rests in him, and that he alone
is responsible for its exercise, there ought to be a very free and
continual _delegation_ of power to the pupils. As much business as is
possible should be committed to them. They should be interested as much
as possible in the affairs of the school, and led to take an active part
in carrying them forward; though they should, all the time, distinctly
understand that it is only _delegated_ power which they exercise, and
that the teacher can, at any time, revoke what he has granted, and alter
or annul at pleasure any of their decisions. By this plan we have the
responsibility resting where it ought to rest, and yet the boys are
trained to business, and led to take an active interest in the welfare
of the school. Trust