onsiderable number rise.

"Did you all recite together?"

"No sir."

"There are two classes then?"

"Yes sir." "Yes sir." "More than two."

"All who belong to the class that recites first in the morning may
remain standing; the rest may sit."

The boys obey, and eight or ten of them remain standing. The teacher
calls upon one of them to produce his book, and assigns them a lesson,
in regular course. He then requests some one of the number to write out,
in the course of the day, a list of the class, and to bring it with him
to the recitation the next morning.

"Are there any other scholars in the school who think it would be well
for them to join this class?"

In answer to this question probably some new scholars might perhaps
rise, or some hitherto belonging to other classes, who might be of
suitable age and qualifications to be transferred. If these individuals
should appear to be of the proper standing and character, they might at
once be joined to the class in question, and directed to take the same
lesson.

In the same manner the other classes would pass in review before the
teacher; and he would obtain a memorandum of the usual order of
exercises, and in a short time set all his pupils at work preparing for
the lessons of the next day. He would be much aided in this by the
previous knowledge which he would have obtained by private conversation,
as recommended under a former head. Some individual cases would require
a little special attention, such as new scholars; small children, &c.;
but he would be able, before a great while, to look around him and see
his whole school busy with the work he had assigned them, and his own
time for the rest of the morning, in a great degree, at his own command.

I ought to say, however, that it is not probable that he would long
continue these arrangements unaltered. In hearing the different classes,
he would watch for opportunities for combining them, or discontinuing
those where the number was small,--he would alter the times of
recitation, and group individual scholars into classes, so as to bring
the school, in a very short time, into a condition corresponding more
nearly with his own views. All this can be done very easily and
pleasantly when the wheels are once in motion; for a school is like a
ship in one respect,--most easily steered in the right direction, when
under sail.

By this plan also the teacher obtains what is almost absolutely
necessary at the comm