We come now to one of the most important subjects which present themselves to the teacher’s attention in settling the principles upon which he shall govern his school.  I mean the degree of influence which the boys themselves shall have in the management of its affairs.  Shall the government of school be a monarchy or a republic? To this question, after much inquiry and many experiments, I answer, a monarchy; an absolute, unlimited monarchy; the teacher possessing exclusive power as far as the pupils are concerned, though strictly responsible to the committee or to the trustees under whom he holds his office.

While, however, it is thus distinctly understood that the power of the teacher is supreme, that all the power rests in him, and that he alone is responsible for its exercise, there ought to be a very free and continual delegation of power to the pupils.  As much business as is possible should be committed to them.  They should be interested as much as possible in the affairs of the school, and led to take an active part in carrying them forward; though they should, all the time, distinctly understand that it is only delegated power which they exercise, and that the teacher can, at any time, revoke what he has granted, and alter or annul at pleasure any of their decisions.  By this plan we have the responsibility resting where it ought to rest, and yet the boys are trained to business, and led to take an active interest in the welfare of the school.  Trust is reposed in them, which may be greater or less, as they are able to bear.  All the good effects of reposing trust and confidence, and committing the management of important business to the pupils will be secured, without the dangers which would result from the entire surrender of the management of the institution into their hands.

There have been, in several cases, experiments made with reference to ascertaining how far a government strictly republican would be admissible in a school.  A very fair experiment of this kind was made some years since at the Gardiner Lyceum, in Maine.  At the time of its establishment, nothing was said of the mode of government which it was intended to adopt.  For some time the attention of the instructors was occupied in arranging the course of study, and attending to the other concerns of the institution; and, in the infant state of the Lyceum, few cases of discipline occurred, and no regular system of government was necessary.

Before long, however, complaints were made that the students at the Lyceum were guilty of breaking windows in an old building used as a town-house.  The principal called the students together, mentioned the reports, and said that he did not know, and did not wish to know who were the guilty individuals.  It was necessary, however, that the thing should be examined into, and that restitution should be made, and, relying on their faithfulness and ability, he should leave them to manage the business alone.  For this purpose, he nominated one of the students as judge, some others as jurymen, and appointed the other officers necessary in the same manner.  He told them that, in order to give them time to make a thorough investigation, they were excused from farther exercises during the day.