be thus called upon that had heretofore been captious or complaining, or disposed to be jealous of the higher importance or influence of other families, that spirit would be entirely softened and subdued by such an interview with their new instructor at their own fireside on the evening preceding the commencement of his labors.  The great object, however, which the teacher would have in view in such inquiries should be the value of the information itself.  As to the use which he will make of it, we shall speak hereafter.

3.  It is desirable that the young teacher should meet his scholars first in an unofficial capacity.  For this purpose, repair to the school-room on the first day at an early hour, so as to see and become acquainted with the scholars as they come in one by one.  The intercourse between teacher and pupil should be like that between parents and children, where the utmost freedom is united with the most perfect respect.  The father who is most firm and decisive in his family government can mingle most freely in the conversation and sports of his children without any derogation of his authority, or diminution of the respect they owe.  Young teachers, however, are prone to forget this, and to imagine that they must assume an appearance of stern authority always, when in the presence of their scholars, if they wish to be respected or obeyed.  This they call keeping up their dignity.  Accordingly, they wait, on the morning of their induction into office, until their new subjects are all assembled, and then walk in with an air of the highest dignity, and with the step of a king; and sometimes a formidable instrument of discipline is carried in the hand to heighten the impression.  Now there is no question that it is of great importance that scholars should have a high idea of the teacher’s firmness and inflexible decision in maintaining his authority and repressing all disorder of every kind, but this impression should be created by their seeing how he acts in the various emergencies which will spontaneously occur, and not by assuming airs of importance or dignity, feigned for effect.  In other words, their respect for him should be based on real traits of character as they see them brought out into natural action, and not on appearances assumed for the occasion.

It seems to me, therefore, that it is best for the teacher first to meet his scholars with the air and tone of free and familiar intercourse, and he will find his opportunity more favorable for doing this if he goes early on the first morning of his labors, and converses freely with those whom he finds there, and with others as they come in.  He may take an interest with them in all the little arrangements connected with the opening of the school—­the building of the fire, the paths through the snow, the arrangements of seats; calling upon them for information or aid, asking their names, and, in a word, entering fully and freely into conversation with them, just