of the confusion and perplexity which would otherwise be his hourly lot.  I have detailed thus particularly the method to be pursued in carrying this principle into effect, because I am convinced of its importance, and the incalculable assistance which such an arrangement will afford to the teacher in all his plans.  Of course, I would not be understood to recommend its adoption in those cases where teachers, from their own experience, have devised and adopted other plans which accomplish as effectually the same purpose.  All that I mean is to insist upon the absolute necessity of some plan, to remove this very common source of interruption and confusion, and I recommend this mode where a better is not known.

2.  The second of the sources of interruption, as I have enumerated them, is the distribution of pens and of stationery.  This business ought, if possible, to have a specific time assigned to it.  Scholars are, in general, far too particular in regard to their pens.  The teacher ought to explain to them that, in the transaction of the ordinary business of life, they can not always have exactly such a pen as they would like.  They must learn to write with various kinds of pens, and when furnished with one that the teacher himself would consider suitable to write a letter to a friend with, he must be content.  They should understand that the form of the letters is what is important in learning to write, not the smoothness and clearness of the hair lines; and that though writing looks better when executed with a perfect pen, a person may learn to write nearly as well with one which is not absolutely perfect.  So certain is this, though often overlooked, that a person would perhaps learn faster with chalk, upon a black board, than with the best goose-quill ever sharpened.

I do not make these remarks to show that it is of no consequence whether scholars have good or bad pens, but only that this subject deserves very much less of the time and attention of the teacher than it usually receives.  When the scholars are allowed, as they very often are, to come when they please to change their pens, breaking in upon any business—­interrupting any classes—­perplexing and embarrassing the teacher, however he may be employed, there is a very serious obstruction to the progress of the scholars, which is by no means repaid by the improvement in this branch.

To guard against these evils, a regular and well-considered system should be adopted for the distribution of pens and stationary, and when adopted it should be strictly and steadily adhered to.

3.  Answering questions about studies.  A teacher who does not adopt some system in regard to this subject will be always at the mercy of his scholars.  One boy will want to know how to parse a word, another where the lesson is, another to have a sum explained, and a fourth will wish to show his work to see if it is right.  The teacher does not like to discourage such inquiries.  Each one, as it comes up, seems necessary; each one, too, is answered in a moment; but the endless number and the continual repetition of them consume his time and exhaust his patience.