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therefore, to do exactly what I command, and nothing more.

"_Provide a place on your slates large enough to write a single line_,"
added the teacher, in a distinct voice. I print his orders in Italics,
and his remarks and explanations in Roman letters.

"_Prepare to write_.

"I mean by this," he continued, "that you place your slates before you
with your pencils at the place where you are to begin, so that all may
commence precisely at the same instant."

The teacher who tries such an experiment as this will find at such a
juncture an expression of fixed and pleasant attention upon every
countenance in school. All will be intent, all will be interested. Boys
love order, and system, and acting in concert, and they will obey with
great alacrity such commands as these if they are good-humoredly, though
decidedly expressed.

The teacher observed in one part of the room a hand raised, indicating
that the boy wished to speak to him. He gave him liberty by pronouncing
his name.

"I have no pencil," said the boy.

A dozen hands all around him were immediately seen fumbling in pockets
and desks, and in a few minutes several pencils were reached out for his
acceptance.

The boy looked at the pencils and then at the teacher; he did not
exactly know whether he was to take one or not.

"All those boys," said the teacher, pleasantly, "who have taken out


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