One important method of accomplishing this end is to present these plans before the minds of the scholars as experiments—­moral experiments, whose commencement, progress, and results they may take a great interest in witnessing.  Let us take, for example, the case alluded to under the last head—­the plan of effecting a reform in regard to keeping desks in order.  Suppose the teacher were to say, when the time had arrived at which he had promised to give them an opportunity to put the desks in order,

“I think it would be a good plan to keep some account of our efforts for improving the school in this respect.  We might make a record of what we do to-day, noting the day of the month and the number of desks which may be found to be disorderly.  Then, at the end of any time you may propose, we will have the desks examined again, and see how many are disorderly then.  We can thus see how much improvement has been made in that time.  Should you like to adopt the plan?”

If the boys should appear not much interested in the proposal, the teacher might, at his own discretion, waive it.  In all probability, however, they would like it, and would indicate their interest by their countenances, or perhaps by a response.  If so, the teacher might proceed.

“You may all examine your desks, then, and decide whether they are in order or not.  I do not know, however, but that we ought to appoint a committee to examine them; for perhaps all the boys would not be honest, and report their desks as they really are.”

“Yes, sir;” “yes, sir,” say the boys.

“Do you mean that you will be honest, or that you would like to have a committee appointed?”

There was a confused murmur.  Some answer one, and some the other.

“I think,” proceeds the teacher, “the boys will be honest, and report their desks just as they are.  At any rate, the number of dishonest boys in this school can not be so large as materially to affect the result.  I think we had better take your own statements.  As soon as the desks are all examined, those who have found theirs in a condition which does not satisfy them are requested to rise and be counted.”

The teacher then looks around the room, and selecting some intelligent boy who has influence among his companions, and whose influence he is particularly desirous of enlisting on the side of good order, says, “Shall I nominate some one to keep an account of the number?”

“Yes, sir,” say the boys.

“Well, I nominate William Jones.  How many are in favor of requesting William Jones to perform this duty?”

“It is a vote.  William, I will thank you to write upon a piece of paper that on the 8th of December the subject of order in the desks was brought up, and that the boys resolved on making an effort to improve the school in this respect.  Then say that the boys reported all their desks which they thought were disorderly, and that the number was thirty-five; and that after a week or two, the desks are to be examined again, and the disorderly ones counted, that we may see how much we have improved.  After you have written it you may bring it to me, and I will tell you whether it is right.”