“A.B. resigns her office of copyist, as she is about to leave school.”

“Proposed that a class in Botany be formed.  There are many who would like to join it.”

“When will vacation commence?”

“Proposed that a music committee be appointed, so that we can have some marching in recess.”

“Proposed that school begin at nine o’clock.”

“Mr. Abbott, will you have the goodness to explain to us what is meant by the Veto Message?”

“Proposed that we have locks upon our desks.”

You see that the variety is very great, and there are usually from four or five to ten or fifteen of such papers daily.  You will be at liberty to make in this way any suggestion or inquiry, or to propose any change you please in any part of the instruction or administration of the school.  If any thing dissatisfies you, you ought not to murmur at it in private, or complain of it to your companions, thus injuring to no purpose both your own peace and happiness and theirs, but you ought immediately to bring up the subject in the way above described, that the evil may be removed.  I receive some of the most valuable suggestions in this way from the older and most reflecting pupils.  These suggestions are read.  Sometimes I decide the question that arises myself.  Sometimes I say that the pupils may decide it.  Sometimes I ask their opinion and wishes, and then, after taking them into consideration, come to a conclusion.

For example, I will insert a few of these propositions, as these papers are called, describing the way in which they would be disposed of.  Most of them are real cases.

“Mr. Abbott, the first class in Geography is so large that we have not room in the recitation seats.  Can not we have another place?”

After reading this, I should perhaps say, “The class in Geography may rise and be counted.”  They rise.  Those in each division are counted by the proper officer, as will hereafter be explained, and the numbers are reported aloud to me.  It is all done in a moment.

“How many of you think you need better accommodations?”

If a majority of hands are raised, I say, “I wish the teacher of that class would ascertain whether any other place of recitation is vacant, or occupied by a smaller class at that time, and report the case to me.”

“Proposed that we be allowed to walk upon the common in the recesses.”

“I should like to have some plan formed by which you can walk on the common in recesses, but there are difficulties.  If all should go out together, it is probable that some would be rude and noisy, and that others would come back tardy and out of breath.  Besides, as the recess is short, so many would be in haste to prepare to go out, that there would be a great crowd and much confusion in the ante-room and passage-ways.  I do not mention these as insuperable objections, but only as difficulties which there must be some plan to avoid.  Perhaps, however, they can not be avoided.  Do any of you think of any plan?”