In order to secure the proper interest and attention in school, a plan of each day's study and instruction should be carefully prepared and placed before the scholars, so that each moment of their time during school hours shall be actively engaged in some interesting and useful employment.

"A time and place for everthing, and everything in time and place," should be inscribed on every banner of knowledge, and indelibly engraved upon the character of every Teacher and pupil. Wisdom in planning, and skill in performing, are two of the great elements of success in any undertaking, and particularly so in the school-room. Let, then, every Teacher before opening school, arrange some general design of what he intends to accomplish, the studies which can be most profitably pursued, and the best time of day to be devoted to each. He will thus insure the interest and attention of his pupils, who will soon learn to study, and with pleasure. Where this is the case, there will be but few improprieties, or disorder; where it is not the case, he will constantly be obliged to make rules, and inflict punishments, without the desired results.

Music in school will, also, have a happy influence in promoting cheerfulness and good order. When scholars become dull, restive, and noisy, nothing will so readily restore cheerfulness and attention as a few moments devoted to singing some familiar and enlivening song. If,

"Music has charms to soothe the savage breast,"

certainly its salutary and subduing influence over the feelings and passions of the youthful heart in civilized society cannot be less beneficent and effective.

"The Germans have a proverb," says Bishop Potter, "which has come down from Luther, 'That where music is not, the devil enters.' As David took his harp when he would cause the evil spirit to depart from Saul, so the Germans employ it to expel the obduracy from the hearts of the depraved. In their schools for the reformation of juvenile offenders, (and the same remark may be applied to those of our own country), music has been found one of the most efficient means of inducing 'docility among the stubborn and vicious." It will serve as a pleasant recreation to cheer and gladden the heart when wearied and vexed with the toils and perplexities of the day, and thus act as a safety-valve through which may escape the pent-up noise and feelings of mischievous activity, which would otherwise develop itself in confusion and disorder. I would, therefore, earnestly recommend the introduction of music, if for no other reason than its instrumentality in promoting good order, and adding to the happiness of the pupils.

The love of approbation for the regard and good opinion of their friends and associates, is another powerful means of securing the attachment and submission of youth. The love of approbation is universal in the character of every individual, and must, therefore, have been implanted in the human breast for some good purpose. It shows itself in early childhood, and affords the parent an easy means of influence and control. If properly directed, it is a powerful motive to stimulate youth onward in the path of duty and noble action.

Unlike the emulation and rivalry consequent upon a contest for valuable gifts and beautiful prizes, which often call forth the baser feelings and passions of human nature, the love of approbation, if rightly cultured, strives rather to gain by noble endeavor the favor and esteem of the wise and good, and the approval of parents, Teachers, and friends. Let, then, every Teacher strive to cultivate this beneficent faculty, so that the pupils under his charge will be inspired with a higher love for knowledge, and a more sacred regard for the obligations which they owe to themselves and to their fellow-beings.

In school the love of approbation should be directed, first to the parent, and next to the Teacher and their friends and associates. In order that it may be directed to the parent, the Teacher must either send some written report of the standing and deportment of his pupils, or make frequent visits in his district, and frankly consult with parents in regard to the progress and prosperity of their children.

Much of the insubordination in the school-room arises from a misunderstanding on the part of parents, who, too often, express in the presence of their children their prejudices against the Teacher, in the severest language of reproof and condemnation. Pupils seldom render willing submission and respect to their instructor when his acts are disapproved, or criticised, by parents. Frequent visits made in the true spirit of the Teacher will do much towards softening the feelings and removing prejudices. He will thus insure the co-operation of parental authority, which will be a powerful influence in securing obedience and good order in school. In order that written reports may have a proper and lasting benefit, they should be made with great care and accuracy. They should not only contain a record of all the real merits obtained in recitation and deportment, but as nearly as possible an exact report of the efforts, each pupil has exerted to improve in discipline and study.

Teachers are seldom fully aware of the powerful influence which the slightest censure, or approbation, has upon the youthful mind for good, or evil.

The following experience of Mr. Sweetser is worthy of the careful consideration of "We met," he says, every Educator: 66 a few days ago with a young lady, a former pupil of ours, who is now a successful Teacher of a Grammar School. For a year, or two, she caused a great deal of trouble by neglecting her studies, and otherwise abusing her privileges. At last a sudden change took place in her conduct, and from one of the most troublesome scholars she became one of the best. 'I remember what first

induced me to alter my course. You praised me. I found I had met your approbation, and I determined to deserve it.'" This is the unwritten experience of many scholars who have first been awakened to a sense of duty by the encouraging words and kind approbation of a faithful Teacher. Be careful of the first impressions you make.

Youth study character with great speed and accuracy. Full of expectation and curiosity they watch every action and look, and listen to every word you utter as you enter the school-room, to gather with mingled hopes and fears, some omens of their future destiny; but are almost sure to like, or dislike, according to their first impressions. They may not be able to express in language an exact estimate of your character upon your first introduction, yet they soon receive impressions which are not far from the truth.

You cannot long assume that which you are not-the fixed and everlasting principles of character cannot be counterfeited, or put aside.

Let every Teacher, therefore, strive to first impress his scholars with an honest conviction that he takes a deep interest in their welfare, and that while he desires to rule with love and kindness, yet that he has resolution and firmness of character to command obedience and respect.

There is something in the appearance and personal influence of the Teacher before his school which is indefinable, yet it exerts a greater influence and deeper impression than the words he utters. It is the influence of character, of one soul directly upon another, exhaled in the breath, streaming through the eyes, and animating every motion, rising up out of the deep and secret foundations of the heart, and finding its way through the most subtle and invisible channels into the hidden recesses of every young child's being.

Courtesy of manner and correct habits, are also indispensable requisites in the character of every Teacher. Some one has said "a beautiful form is better than a beautiful face, but a beautiful behavior is better than a beautiful form." No one can deny the fact that a commanding appearance, neatness of person and habits, combined with a gentle and modest demeanor, will command respect, while a coarse and slovenly Teacher, with a vulgar and boorish presence, even if he possesses brilliant talents, inflicts evils upon the habits and character of the youth under his charge, for which no scientific attainments can be an offset. It is, with much truth, said, “as is the Teacher so will be the school." If he is addicted to habits of confusion and disorder in his own character and deportment, his scholars will not be slow to imi

tate his example. Then, let every Instructor strive to cultivate a true spirit of politeness in all his dealings and associations with the youth. And by politeness, I do not mean any particular form of words, nor any prescribed mode of action. It is rather a noble every-day bearing which comes of goodness, of simplicity, and of firmness.

"If lofty sentiments habitually make their home in the heart, they will beget, not perhaps a factitious and finecal drawing-room etiquette, but the breeding of genuine gentility, which no young, simple heart will refuse its homage."

Professor Huntington, in his essay on "Unconscious Tuition," has given a beautiful and graphic sketch of the school-room in which the presence of the true Teacher is felt:

'Everything seems to be done with an ease which gives an impression of spontaneous and natural energy. There is repose, but it is totally unlike indolence. The ease of manner has no shuffling, or lounging, in it. There is all the vitality and vigor of inward determination. The dignity is at the furthest possible remove from indifference, or carelessness. The Teacher accomplishes his ends with singular precision. He speaks less than is common, and with less pretension when he does speak; yet his idea is conveyed and caught, and his will promptly done. When he arrives order begins. When he addresses an individual, or class, attention comes, and not as if it was extorted by fear, nor even paid by conscience as a duty, but cordially. Nobody seems to be looking at him particularly, yet he is felt to be there through the whole place.

He does not seem to be attempting anything elaborately with anybody, yet the business is done, and done remarkably well. Authority is secured, intellectual activity is stimulated, and knowledge is acquired with a hearty zeal."

Earnestness and energy of character are also important agencies in the successful discipline and government of youth,

"He, when'er he taught

Put so much of his heart into his act,
That his example had a magnet's force,

And all were swift to follow, whom all loved."

It is often said that we can do almost anything in the world, which we earnestly undertake. Every Teacher should therefore possess an earnest nature, with determination, hopefulness, enthusiasm, and daring, equal to every duty and emergency they are called upon to assume. These are qualities of human character which every child will unconsciously admire, and render willing submission.

Professor Haddock thus truly speaks of the energy of character and personal influence of the true Educator:

"What the Teacher is in his general character, his principles of life, his individual objects, his tastes, and amusements, his whole bearing and demeanor has more to do in forming the spirit and shaping the destiny of his pupils, than all his instructions from text-books. There is a certain air about a man, or rather, spirit in him, which determines to a great degree the influence of his whole life. If of the right sort, bright, earnest, open, kindly, full of cheerful hopes, and ennobled by reverence for truth and love of goodness, this general character is itself a school, a model for young ambition, a fountain of good thoughts, a silent, insinuating, living stream, nourishing the roots, and opening the buds of virtuous thought and noble action."

It has been my object thus far to briefly suggest a few requisites of good government which would lead to the right spirit of instruction, for he, who instructs well disciplines well.

It may be expected that in opening this subject for our discussion, I should present a complete code of rules and regulations, for the government of a well regulated school. This, for reasons I have already stated, is the most difficult part of my task. To enter into the detail of school discipline and punishment, would require more of your time and patience than would be either profitable, or interesting.

I cannot, however, close these remarks without presenting a few golden rules for school government, which I have selected from "Parish's Manual of School Duties," an invaluable little work, which should be in the hands of every Teacher and

scholar in California. They can be had for fifty cents per hundred by ordering them from Mr. Parish, at Springfield, or the publishers, at Boston. These rules are not in the form of requisitions and prohibitions, as is generally the case, but rather as recommendations and suggestions for the scholar to voluntarily adopt for his own guidance.

On entering school, each scholar is given the following directions:

"1. Resolve on being received as a member of this school to cheerfully comply with all the requirements of the Teachers, and faithfully perform every duty assigned you.

2. Always manifest and cultivate a kind and accommodating disposition toward schoolmates, and respect toward Teachers.

3. At all times let the school-room be regarded as sacred to study and mental improvement. Never indulge in rudeness, childish trifling, loud and boisterous speaking, or anything that would be considered unbecoming in genteel company.

4. Resolve to lend your influence in every possible way to improve the school and elevate its character.

DEPORTMENT.

Motto-Be ye doers of the word, and not hearers only.'

Remarks. It is as much a part of your education to correct bad habits and obtain good ones, to cultivate good manners, and learn to conduct yourself with propriety on all occasions, as to be familiar with the studies pursued in school. Read carefully and remember the following particulars :

STILLNESS.

1. On entering the school, pass as quietly as possible to your seat, taking care to close the door gently, and avoid making unnecessary noise with the feet in crossing

the room.

2. Take out books, slate, etc. from your desks with care, and lay them down in such a manner as not to be heard. Avoid making a rustling noise with papers, or noisily turning over leaves of books. Never let the marking of a pencil on your slate be heard.

3. Be careful to keep the feet quiet while engaged in study, or if it be necessary to move them, do it without noise.

4. In passing to and from recitations, observe whether you are moving quietly. Take special care if you wear thick shoes, or boots, or if they are made of squeaking leather.

5. Avoid the awkward and annoying habit of making a noise with the lips while studying.

6. Scuffling, striking, pushing, or rudeness of any kind, must never be practiced in the least, under any circumstances, within the school-building.

PROMPTNESS.

1. Be punctually at school. Be ready to regard every signal without delay. To commence at once, when 'studying hours' begin; to give immediate and undivided attention when the Teacher addresses you, either individually, with the class, or with the whole school.

2. On appearing in the school-room after an absence from one, or more, exercises, your first duty will be to present a written excuse, specifying the time and cause of the absence.

NEATNESS.

Motto 'A place for everything, and everything in its place.'

Remarks.-The habit of observing neatness and order should be cultivated as a

virtue.

1. Let your shoes, or boots, be cleaned at the door-steps; always use the mat, if wet, muddy, or dirty.

2. Never suffer the floor under your desk, or the aisles around it, to be dirtied by papers, or anything else, dropped on it.

3. Avoid spitting on the floor-it is a vulgar, filthy, habit.

4. Marking, or writing, on the desks, walls, or any part of the building, or school premises, with pencil, chalk, or other articles, manifests a bad taste, or a vicious disposition to deface and destroy property. None but a vicious, reckless, or thoughtless, person will do it.

5. Knives must never be used in cutting anything on a desk.

6. Particular care should be observed to avoid spilling ink anywhere in the school building.

7. Let your books, etc. be always arranged in a neat and convenient order in your desk and upon it.

8. After using brooms, dust-brushes, etc. always return them to their places. 9. Be ambitious to have every part of your school in so neat and orderly a condition, that visitors may be favorably impressed with this trait of your character.

SCHOLARSHIP.

Motto-Knowledge is power.'

Remarks.-Three things should ever be sought for by the scholar in all his studies and recitations. They are the index of scholarship

1. Aim at perfection.

2. Recite promptly.

3. Express your thoughts clearly and fully.

1st. Let the tone of voice be distinctly audible, and perfectly articulated. Let your words be chosen with care, so as to express your thoughts precisely.

2d. Resolve to solve every difficult point in your lesson yourself, (if possible,) rather than receive assistance from another.

3d. Scholars are in no case to assist each other about their lessons in study hours.

RECITATIONS.

1. A scholar must never stay out of recitations because he has no lesson.' If you have a good excuse give it to your Teacher, and go and hear the others recite. 2. A scholar must never have anything in his hands during recitations, nor during study hours, except what strictly belongs to the exercise in which he is engaged.

3. Do not rest satisfied with learning your lesson so as to 'guess you can say it;' be able to give a clear and full account of it when you recite.

MISCELLANEOUS.

1. All communications with the scholars are to be avoided during hours of study and recitation. This comprehends whispering, writing notes, or on the slate, signs, etc. Every pupil should study as if there were no one else in the room, with perfect silence.

2. Ask questions about lessons of Teachers to whom you recite, as they are responsible for your improvement; otherwise one may be overburdened with business which properly belongs to another.

3. No books are to be read in school hours, except such as belong to the studies and exercises of the school.

4. No scholar should go off the school-grounds' during recess, except with permission.

5. Never meddle with the desk, or property, of another scholar without liberty. 6. Caps, bonnets, and all outer garments, must be placed on the hook assigned to each pupil, immediately on entering school.

7. Boys must never wear hats, or caps, in the school-room.

8. Always be in your own place, and busy about your own duties.

9. Finally: Bear constantly in mind how short may be the time allotted you to enjoy the privileges of school, and how important an influence they may exert on all your future life."

I have thus hastily and very imperfectly specified some of the means of securing good order and discipline in school. With the qualifications I have described in the mental, moral, and personal, character of the Teacher, I believe most of our schools could be successfully governed without an appeal to fear, or force. Of the different modes and means of punishment I prefer to say nothing. The true Teacher must be governed entirely by experience and the circumstances of the occasion. He should ever keep in mind that discipline is only a secondary object. The only primary one is instruction. The design of punishment should be to do away with punishment. When this is not the case the Teacher will fail in accomplishing the duties of his high calling.

Let him then carefully weigh these duties and responsibilities, that he may right