both sides, with sponges,
others scribbling, or writing, or making figures.

"All those," says he, with a pleasant tone and look, "who have taken out
any thing besides slates, may rise."

Several, in various parts of the room, stood up.

"All those, who have written any thing since they took out their slates,
may rise too, and those who have wiped their slates."

When all were up, he said to them, though not with a frown or a scowl,
as if they had committed some very great offence;

"Suppose a company of soldiers should be ordered to _form a line_, and
instead of simply obeying that order, they should all set at work, each
in his own way, doing something else. One man, at one end of the line,
begins to load and fire his gun; another takes out his knapsack, and
begins to eat his luncheon; a third amuses himself by going as fast as
possible through the exercise; and another still, begins to march about,
hither and thither, facing to the right and left, and performing all the
evolutions he can think of. What should you say to such a company as
that?"

The boys laughed.

"It is better," said the teacher, "when numbers are acting under the
direction of one, that they should all act _exactly together_. In this
way, we advance much faster, than we otherwise should. Be careful
therefore to do exactly what I command, and nothing more."

"_Provide a place, on your slates, large enough to write a single
line_," added the teacher, in a distinct voice. I print his orders in
italics, and his remarks and explanations in Roman letter.

"_Prepare to write._"

"I mean by this," he continued, "that you place your slates before you,
with your pencils at the place where you are to begin, so that all may
commence precisely at the same instant."

The teacher who tries such an experiment as this, will find, at such a
juncture, an expression of fixed and pleased attention upon every
countenance in school. All will be intent; all will be interested. Boys
love order and system, and acting in concert; and they will obey, with
great alacrity, such commands as these, if they are good-humoredly,
though decidedly expressed.

The teacher observed in one part of the room, a hand raised, indicating
that the boy wished to speak to him. He gave him liberty by pronouncing
his name.

"I have no pencil;" said the boy.

A dozen hands, all around him, were immediately seen fumbling in pockets
and desks, and, in a few minutes, several pencils