By this plan, also, the teacher obtains what is almost absolutely necessary at the commencement 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, endeavor 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 whose fidelity and good behavior can be relied upon will also be known.  The names of the former should be among the first that 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 of school respecting them, their characters, and their education at home, so as to become acquainted with them as early and as fully as possible, for he must have this full acquaintance with them before he is prepared to commence any decided course of discipline with them.  The teacher often does irreparable injury by rash action at the outset.  He sees, for instance, a boy secretly eating an apple which he has concealed in his hand, and which he bites