Then the teacher himself mentions the number which he supposes will be found to be disorderly.

His estimate will ordinarily be larger than that of the scholars, because he knows better how easily resolutions are broken.

This number, too, is recorded, and then the whole subject is dismissed.
Now, of course, no reader of these remarks will understand me to be recommending, by this imaginary dialogue, a particular course to be taken in regard to this subject, far less the particular language to be used.

All I mean is to show by a familiar illustration how the teacher is to endeavor to enlist the interest and to excite the curiosity of his pupils in his plans for the improvement of his school, by presenting them as moral experiments, which they are to assist him in trying--experiments whose progress they are to watch, and whose results they are to predict.

If the precise steps which I have described should actually be taken, although it would occupy but a few minutes, and would cause no thought and no perplexing care, yet it would undoubtedly be the means of awakening a very general interest in the subject of order throughout the school.