be, in all ordinary cases, for
the first few days, twofold. First, to revive and restore, in the main,
the general routine of classes and exercises pursued by his predecessor
in the same school. And secondly, while doing this, to become as fully
acquainted with his scholars as possible.

It is best then, _ordinarily_, for the teacher to begin the school as
his predecessor closed it, and make the transition to his own perhaps
more improved method, a gradual one. In some cases a different course is
wise undoubtedly,--as, for example, where a teacher is commencing a
private school, on a previously well-digested plan of his own,--or where
one who has had experience, and has confidence in his power to bring his
new pupils promptly and at once into the system of classification and
instruction which he prefers. It is difficult however to do this, and
requires a good deal of address and decision; it is far easier and
safer, and in almost all cases, better in every respect for a young
teacher to revive and restore the former arrangements in the main, and
take his departure from them. He may afterwards make changes, as he may
find them necessary or desirable, and even bring the school soon into a
very different state from that in which he finds it; but it will
generally be more pleasant for himself, and better for the school, to
avoid the shock of a sudden and entire revolution.

The first thing then, when the scholars are ready to be employed, is to
set them at work, in classes or upon lessons, as they would have been
employed had the former teacher continued in charge of the school. To
illustrate clearly how this may be done, we may give the following
dialogue.

_Teacher._ "Can any one of the boys inform me what was the first lesson
that the former master used to hear in the morning?"

The boys are silent, looking to one another.

_Teacher._ "Did he hear _any_ recitation immediately after school
began?"

_Boys_;--faintly and with hesitation. "No sir."

_Teacher._ "How long was it before he began to hear lessons?"

Several boys simultaneously. "About half an hour." "A little while."
"Quarter of an hour."

"What did he do at this time?"

"Mended pens." "Set copies." "Looked over sums," and various other
answers are perhaps given.

The teacher then makes a memorandum of this, and then inquires;

"And what lesson came after this?"

"Geography."

"All the boys in this school who studied geography may rise."

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