th him
in his plans for elevating the character of the school. But let it be
distinctly understood, that this, and this only, has been the object of
this chapter, thus far: The first point brought up, was the
desirableness of making, at first, a favourable impression,--the
second, the necessity of taking general views of the condition of the
school, and aiming to improve it in the mass, and not merely to rebuke
or punish accidental faults,--and the third, the importance and the
means of gaining a general influence and ascendency over the minds of
the pupils. But, though an overwhelming majority can be reached by such
methods as these, all cannot. We must have the majority secured,
however, in order to enable us to reach and to reduce the others. But to
this work we must come at last.

4. I am therefore now to consider under a fourth general head, what
course is to be taken with _individual_ offenders, whom the general
influences of the school-room will not control.

(1.) The first point to be attended to, is to ascertain who they are.
Not by appearing suspiciously to watch any individuals, for this would
be almost sufficient to make them bad, if they were not so before.
Observe, however; notice, from day to day, the conduct of individuals,
not for the purpose of reproving or punishing their faults, but to
enable you to understand their characters. This work will often require
great adroitness, and very close scrutiny; and you will find, as the
results Of it, a considerable variety of character, which the general
influences above described, will not be sufficient to control. The
number of individuals will not he great, but the diversity of character
comprised in it, will be such, as to call into exercise all your powers
of vigilance and discrimination. On one seat, you will find a coarse,
rough looking boy, who will openly disobey your commands and oppose your
wishes; on another, a more sly rogue, whose demure and submissive look
is assumed, to conceal a mischief-making disposition. Here is one, whose
giddy spirit is always leading him into difficulty, but who is of so
open and frank a disposition, that you will most easily lead him back to
duty; but there is another, who, when reproved, will fly into a passion;
and there, a third, who will stand sullen and silent before you, when he
has done wrong, and is neither to be touched by kindness, nor awed by
authority.

Now all these characters must be studied. It is true t