encement of his labors, time for _observation_. It
is of the first importance that he should become acquainted, as early as
possible, with the characters of the boys, especially to learn who those
are which are most likely to be troublesome. There always will be a few,
who will require special watch and care, and generally there will be
only a few. A great deal depends on finding these individuals out, in
good season, and bringing the pressure of a proper authority to bear
upon them soon. By the plan I have recommended, of not attempting to
remodel the school wholly at once, the teacher obtains time for noticing
the pupils, and learning something about their individual characters. In
fact, so important is this, that it is the plan of some teachers,
whenever they commence a new school, to let the boys have their own way,
almost entirely, for a few days, in order to find out fully who the idle
and mischievous are. This is perhaps going a little too far; but it is
certainly desirable to enjoy as many opportunities for observation as
can be secured on the first few days of the school.

6. Make it then a special object of attention, during the first day or
two, to discover who the idle and mischievous individuals are. They will
have generally seated themselves together in little knots, for as they
are aware that the new teacher does not know them, they will imagine
that, though perhaps separated before, they can now slip together again,
without any trouble. It is best to avoid, if possible, an open collision
with any of them at once, in order that they may be the better observed.
Whenever, therefore, you see idleness or play, endeavour to remedy the
evil for the time, by giving the individual something special to do, or
by some other measure, without however seeming to notice the misconduct.
Continue thus adroitly to stop every thing disorderly, while at the same
time you notice and remember where the tendencies to disorder exist.

By this means the individuals who would cause most of the trouble and
difficulty in the discipline of the school will soon betray themselves,
and those too, whose fidelity and good behaviour can be relied upon,
will also be known. The names of the former should be among the first
which the teacher learns, and their characters should be among the first
which he studies. The most prominent among them, those apparently most
likely to make trouble, he should note particularly, and make inquiries
out o