f having an untidy floor about your desk.
Have you any objection to the indictment?"

While she is looking over the indictment, to discover a
misspelled word, or an error in the date, or some other
latent flaw, I appoint any two of the bystanders, jury. The jury come
forward to listen to the cause.

The accused returns the indictment, saying, she has no objection, and
the witnesses are called upon to present their testimony.

Perhaps the prisoner alleges in defence that the papers were out _in the
aisle_, not _under her desk_, or that she did not put them there, or
that they were too few, or too small, to deserve attention.

My charge to the jury would be somewhat as follows.

"You are to consider and decide whether she was guilty of disorder;
taking into view the testimony of the witnesses, and also her defence.
It is considered here that each young lady is responsible not only for
the appearance of the carpet _under her desk_, but also for the _aisle
opposite to it_, so that her first ground of defence must be abandoned.
So also with the second, that she did not put them there. She ought not
to _have_ them there. Each scholar must keep her own place in a proper
condition;--so that if disorder is found there, no matter who made it,
she is responsible, if she only had time to remove it. As to the third,
you must judge whether enough has been proved by the witnesses to make
out real disorder." The jury write _guilty_ or _not guilty_ upon the
paper, and it is returned to me. If sentence is pronounced it is
usually confinement to the seat, during a recess, or part of a recess,
or something that requires slight effort or sacrifice, for the public
good. The sentence is always something _real_, though always _slight_,
and the court has a great deal of influence in a double way; making
amusement, and preserving order.

The cases tried are very various, but none of the serious business of
the school is entrusted to it. Its sessions are always held out of
school hours; and in fact it is hardly considered by the scholars as a
constituent part of the arrangements of the school. So much so, that I
hesitated much about inserting an account of it in this description.

VI. RELIGIOUS INSTRUCTION.

In giving you this account, brief as it is, I ought not to omit to speak
of one feature of our plan, which we have always intended should be one
of the most prominent and distinctive characteristics of the school. The
gentlemen who