In his examination of the older female pupils, there was some difficulty at first, to draw from them the answers he desired. They had heard him preach in the neighborhood, and were inspired with awe, and could scarcely speak above their breath. The little ones, boys and girls, he called to him, patted them on their heads, spoke encouragingly, and soon had their confidence and affection. The next movement was to take down their names, ages, and the number of quarters, or terms, each had attended school. He told them frankly, he could not endure a school where mutiny and war were the order of the day; that his sole object in teaching, was to do them good and not harm, and he regarded it as the right and privilege of all who desired to learn, and improve their minds and acquire useful knowledge, not to be interrupted by the improper conduct of others; that he compelled no one to attend, and expected all who came to his school to conduct themselves in such a manner, as to make the school comfortable and creditable to all. He read a few plain, simple rules, and proposed them to the scholars for adoption, and even gave opportunity for objections to be made, or alterations proposed. This was another new feature in school-discipline and called forth expressions of astonishment and approbation from the older scholars. He was not anxious to enforce these rules on them, but to give every pupil time to consider their bearing, and suggested they could be postponed until next day, if all were not prepared to decide. The code appeared so reasonable and proper, that a large majority seemed anxious for its adoption at once, and every one present gave a hearty assent.