and struck up a march. Five entrance doors provided for different lines of approach. By each of these a line of boys began to enter single file, the boys being so closely together as to touch one another, or nearly so. With military precision, and a specially firm beat of the left foot, the march proceeded until the lines were interlacing, and some were defiling by the front of the benches. In little more than four minutes, one thousand boys had taken their places, and the hall was crowded. At the request of the Rector, I read a portion of Scripture; thereafter the boys repeated aloud the Lord's Prayer; two public recitations were given, the one an original essay, the other a poetical passage. The countermarch began to a different tune, and in a short time the hall was left with three small classes stationed in different parts of the wide area.

An example of a similar kind, but considerably more varied, and therefore more extended in its effect, I witnessed in one of the large school-rooms of Berlin. A single class was put through a round of exercise, which varied from slow march to smart running. First, the children were started in slow time, and put through a series of evolutions; then the pace was advanced to quick step; and at length the speed was brought to the "double," the children moving in single line, not upon a straight course, but curving in a graceful wave-like movement. When the running pace had been started, time was suddenly changed from the most rapid to half or quarter, and responded

to instantly all along the line. The direction, as well as the time of their movements, was constantly varied, thereby greatly increasing the demand upon the attention and agility of the pupils. It was a class of girls which I saw put through this exercise, and they enjoyed it exceedingly. The natural fondness for active exercise was not only gratified, but the exercise served the double purpose of relaxation and training. By such exercises habitual and hearty obedience is greatly promoted.

Very particularly must it be kept in view by the teacher that quietness in governing is most naturally allied with good discipline. A loud voice, reiterating commands in an authoritative tone, is often considered favourable to submission among the scholars. It is not really so. A quiet way of issuing orders is favourable to quietness of disposition among the scholars. It conveys a double impression-that obedience is expected, and that there is a large reserve force at command, if the teacher should have occasion to put it to use. The demand for silence, shouted out at the pitch of the voice, preceded by a sharp crack of the cane upon the desk, is out of harmony with the thing desired. A sudden shout may check the noise for half a minute, as a gust of wind sweeps the falling water off the direct line of descent; but when the gust is over the water falls as before. Quietness in ruling is the sure sign of conscious and acknowledged power. This suggestion may be taken from experience in all departments. Look, for example, at the command of a huge

Atlantic steamer, with over a thousand persons on board. The captain on the bridge amidships hardly utters a word except in conversational tone to a subordinate officer, who sends on the message from one to another. Far re

moved from the steersmen, the commander simply points the finger of the dial-plate upon the course, a corresponding change takes place upon the dial within sight of the steersmen, and the order is executed without the crowds on deck knowing that an order has been given. Only on an occasional emergency is an order so conveyed as to be overheard on deck. This is the model type of true government. The school-room may well illustrate this secret of power. Teachers will find it in every way an advantage to spare their voice, making the fact of control much more frequently felt than the sound of orders is heard.

I

CHAPTER III

INSTRUCTION.

DO not here touch the question concerning the relative value of the several subjects of study. My purpose does not lead me to treat of a subject which has given occasion for quite enough controversy. I wish rather to direct thought on the best modes of giving instruction in any subject. I am here concerned only with the essential conditions of successful teaching.

Whatever the age and attainment of the pupils under charge, the first requisite for communicating instruction is to gain and keep their attention. Teaching, to be successful, must therefore be adapted to win attention. At the earlier stages of school life this is the one pressing requirement. Somehow, attention must be made possible even to the most restless little ones, to whom the first restraints of school life are irksome. Accustomed to have every new object attract their interest just as long as they recognised anything

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attractive in it-permitted to change from one engagement to another as caprice dictated -they must be made familiar with restriction. They must begin to be regulated by the will of another. Taking this as self-evident, we are prone to say that they must do so, whether they will or not. This is one of our superficial current phrases which cover over many points needing careful consideration. Attention is not to be secured by mere exercise of authority. Authority has a great deal to do through the whole course of school life, but we cannot "command" attention, as we say, by merely demanding that it be given. A radical mistake is made if a teacher lean on his authority in the school as the guarantee for attention by the scholars. He must consider the requirements of the undisciplined mind, and adapt himself to them. Children attend to what interests them. This must determine the kind of assistance to be given them in acquiring habits of attention. To help them in this is an obvious part of a teacher's work. It devolves upon him to put his instructions in such a way as to awaken interest in the subject taught. This duty, indeed, falls on every one who attempts to instruct others. The literary man, the special pleader, the lecturer, the orator, must all of them bestow much thought on the laws which determine the mind's interest in any subject set before it. The master of a school in this respect shares a task which is common to all who essay to teach others. In this appears the true place