the school are based
upon system, to which the teacher himself conforms, and not subjected to
his own varying will. They will thus not only go on more regularly, but
they will yield more easily and pleasantly to the necessary
arrangements.

The fact is, children love system and regularity. Each one is sometimes
a little uneasy under the restraint, which it imposes upon him
individually, but they all love to see its operation upon others, and
they are generally very willing to submit to its laws, if the rest of
the community are required to submit too. They show this in their love
of military parade; what allures them is chiefly the _order_ of it: and
even a little child creeping upon the floor will be pleased when he gets
his playthings in a row. A teacher may turn this principle to most
useful account, in forming his plans for his school.

It will be seen by reference to the foregoing plan, that I have marked
the time for the recesses, by the letter R. at the top. Immediately
after them, both in the forenoon and in the afternoon, twenty minutes
are left, marked G., the initial standing for General exercise. They are
intended to denote periods during which all the scholars are in their
seats with their work laid aside, ready to attend to what the teacher
has to bring before the whole. There are so many occasions, on which it
is necessary to address the whole school, that it is very desirable to
appropriate a particular time for it. In most of the best schools, I
believe this plan is adopted. I will mention some of the subjects, which
would come up at such a time.

1. There are some studies, which can be advantageously attended to by
the whole school together; such as Punctuation, and, to some extent,
Spelling.

2. Cases of discipline, which it is necessary to bring before the whole
school, ought to come up at a regularly appointed time. By attending to
them here, there will be a greater importance attached to them. Whatever
the teacher does, will seem to be more deliberate, and, in fact, _will
be_ more deliberate.

3. General remarks, bringing up classes of faults which prevail; also
general directions, which may at any time be needed: and in fact any
business relating to the general arrangements of the school.

4. Familiar lectures from the teacher, on various subjects,--very
familiar in their form, and perhaps accompanied by questions addressed
to the whole. The design of such lectures should be to extend the