With these limitations and restrictions, and with this express understanding in regard to what is, in all cases, the ultimate authority, I think there will be no danger in throwing a very large share of the business which will, from time to time, come up in the school, upon the scholars themselves for decision.  In my own experience this plan has been adopted with the happiest results.  In the Mount Vernon School a small red morocco wrapper lies constantly on a little shelf, accessible to all.  By its side is a little pile of papers, about one inch by six, on which any one may write her motion, or her proposition, as the scholars call it, whatever it may be, and when written it is inclosed in the wrapper, to be brought to me at the appointed time for attending to the general business of the school.  Through this wrapper all questions are asked, all complaints entered, all proposals made.  Is there discontent in the school?  It shows itself by “propositions” in the wrapper.  Is any body aggrieved or injured?  I learn it through the wrapper.  In fact, it is a little safety-valve, which lets off what, if confined, might threaten explosion—–­an index—­a thermometer, which reveals to me, from day to day, more of the state of public opinion in the little community than any thing beside.

These propositions are generally read aloud.  Some cases are referred to the scholars for decision; some I decide myself; others are laid aside without notice of any kind; others still, merely suggest remarks on the subjects to which they allude.

The principles, then, which this chapter has been intended to establish, are simply these:  in making your general arrangements, look carefully over your ground, consider all the objects which you have to accomplish, and the proper degree of time and attention which each deserves.  Then act upon system.  Let the mass of particulars which would otherwise crowd upon you in promiscuous confusion be arranged and classified.  Let each be assigned to its proper time and place, so that your time may be your own, under your own command, and not, as is too often the case, at the mercy of the thousand accidental circumstances which may occur.

In a word, be, in the government of your school, yourself supreme, and let your supremacy be that of authority; but delegate power, as freely as possible, to those under your care.  Show them that you are desirous of reposing trust in them just so far as they show themselves capable of exercising it.  Thus interest them in your plans, and make them feel that they participate in the honor or the disgrace of success or failure.