tion _himself_, while the power is
_nominally_ and _apparently_ in the hands of the boys. Should this not
be the case, or should the teacher, from any cause, lose his personal
influence in the school, so that the institution should really be
surrendered into the hands of the pupils, things must be on a very
unstable footing. And accordingly where such a plan has been adopted, it
has, I believe, in every instance, been ultimately abandoned.

_Real self-government_ is an experiment sufficiently hazardous among
men; though Providence, in making a daily supply of food necessary for
every human being, has imposed a most-powerful check upon the tendency
to anarchy and confusion. Let the populace of London materially
interrupt the order, and break in upon the arrangements of the
community, and, in eight and forty hours, nearly the whole of the mighty
mass will be in the hands of the devourer, hunger; and they will be soon
brought to submission. On the other hand, a month's anarchy and
confusion in a college or an academy, would be delight to half the
students, or else times have greatly changed, since I was within college
walls.

Although it is thus evident that the important concerns of a literary
institution cannot be safely committed into the hands of the students,
very great benefits will result from calling upon them to act upon, and
to decide questions relative to the school, within such limits, and
under such restrictions, as may appear best. Such a practice will assist
the teacher very much, if he manages it with any degree of dexterity:
for it will interest his pupils in the success of the school, and
secure, to a very considerable extent, their cooperation. It will teach
them self-control and self-government, and will accustom them to submit
to the majority,--that lesson, which, of all others, it is important for
a republican to learn.

In endeavoring to interest the pupils of a school in the work of
cooperating with the teacher in its administration, no little dexterity
will be necessary, at the outset. In all probability, the formal
announcement of this principle, and the endeavor to introduce it, by a
sudden revolution, would totally fail. Boys, like men, must be gradually
prepared for power, and they must exercise it only so far as they are
prepared. This however can, very easily, be done. The teacher should
say nothing of his general design, but when some suitable opportunity
presents, he should endeavor to l