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.
I have gone much into detail in this chapter, proposing definite measures by which the principles I have recommended may be carried into effect.

I wish, however, that it may be distinctly understood that all I contend for is the _principles_ themselves, no matter what the particular measures are by which they are secured.

Every good school must be systematic, but all need not be on precisely the same system.