and contained a marvelous narration of adventures made in a pair of shoes more valuable than the far-famed ‘seven-league boots.’  A fourth began, ’Are you acquainted with that new scholar?’ ’No; but I don’t believe I shall like her.’  And soon the ‘Magical Thimble,’ the ‘Magical Eye-glass,’ &c., were read in succession, until I could not but exclaim, ’How pleasing is variety!’ School was at length closed, and the young ladies again attacked the piano.  ‘Oh,’ repeated I to myself, ’how pleasing is variety! as I left the room to the tune of Kendall’s March.”

By means like these, and others similar to them, it will not be difficult for any teacher to obtain so far an ascendency over the minds of his pupils as to secure an overwhelming majority in favor of good order and co-operation with him in his plans for elevating the character of the school.  But let it be distinctly understood that this, and this only, has been the object of this chapter thus far.  The first point brought up was the desirableness of making at first a favorable impression; the second, the necessity of taking general views of the condition of the school, and aiming to improve it in the mass, and not merely to rebuke or punish accidental faults; and the third, the importance and the means of gaining a general influence and ascendency over the minds of the pupils.  But, though an overwhelming majority can be reached by such methods as these, all can not.  We must have the majority secured, however, in order to enable us to reach and to reduce the others.  But to this work we must come at last.

4.  I am, therefore, now to consider, under a fourth general head, what course is to be taken with individual offenders whom the general influences of the school-room will not control.

The teacher must always expect that there will be such cases.  They are always to be found in the best and most skillfully-managed schools.  The following suggestions will perhaps assist the teacher in dealing with them.

(1.) The first point to be attended to is to ascertain who they are.  Not by appearing suspiciously to watch any individuals, for this would be almost sufficient to make them bad, if they were not so before.  Observe, however; notice, from day to day, the conduct of individuals, not for the purpose of reproving or punishing their faults, but to enable you to understand their characters.  This work will often require great adroitness and very close scrutiny, and you will find, as the results of it, a considerable variety of character, which the general influences above described will not be sufficient to control.  The number of individuals will not be great, but the diversity of character comprised in it will be such as to call into exercise all your powers of vigilance and discrimination.  On one seat you will find a coarse, rough-looking boy, who openly disobeys your commands and opposes your wishes while in school, and makes himself a continual