The principles, then, which this chapter has been intended to establish,
are simply these: in making your general arrangements, look carefully
over your ground, consider all the objects which you have to accomplish,
and the proper degree of time and attention which each deserves. Then
act upon system. Let the mass of particulars which would otherwise
crowd upon you in promiscuous confusion be arranged and classified. 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.
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