resting the scholars in the good order of the school. Securing
a majority. Example. Reports about the desks. The new College
building. Modes of interesting the boys. The irregular class. Two
ways of remedying the evil. Boys' love of system and regularity.
Object of securing a majority, and particular means of doing it.
Making school pleasant. Discipline should generally be private. In
all cases that are brought before the school, public opinion in the
teacher's favor should be secured. Story of the rescue. Feelings of
displeasure against what is wrong. The teacher under moral
obligation, and governed, himself, by law. Description of the
_Moral Exercise_. Prejudice. The scholars' written remarks, and the
teacher's comments. The spider. List of subjects. Anonymous
writing. Specimens. Marks of a bad scholar. Consequences of being
behindhand. New scholars. A Satirical spirit. Variety.

Treatment of individual offenders. Ascertaining who they are.
Studying their characters. Securing their personal attachment.
Asking assistance. The whistle. Open, frank dealing. Example.
Dialogue with James. Communications in writing. 105

CHAPTER V.--RELIGIOUS INFLUENCE.

The American mechanic at Paris. A congregational teacher among
Quakers. Parents have the ultimate right to decide how their
children shall be educated.

Agreement in religious opinion, in this country. Principle which is to
guide the teacher on this subject. Limits and restrictions to religious
influence in school. Religious truths which are generally admitted in
this country. The existence of God. Human responsibility. Immortality of
the soul. A revelation. Nature of piety. Salvation by Christ. Teacher to
do nothing on this subject but what he may do by the common consent of
his employers. Reasons for explaining distinctly these limits.

Particular measures proposed. Opening exercises. Prayer. Singing.
Direct instruction. Mode of giving it. Example; arrangement of the
Epistles in the New Testament. Dialogue. Another example; scene in
the woods. Cautions. Affected simplicity of language. Evils of it.
Minute details. Example; motives to study. Dialogue. Mingling
religious influence with the direct discipline of the school.
Fallacious indications of piety. Sincerity of the Teacher. 152

CHAPTER VI.--MT. VERNON SCHOOL.

Reason for inserting the description. Advantage of visiting
schools; and of reading descriptions of them. Addresse