Sometimes it is hard to keep order; always hard, if the teacher has not by nature or attainment the face and voice and bearing that command order because they lovingly and firmly expect it. The teacher should be in the room before any scholar arrives. Much disorder has its source in those irresponsible ten minutes before the school opens. Then, while she is teaching, an assistant should sit with the children, ready to check their mischievousness, attend quickly to their needs and desires, care for the late comers, help them "find the place" in Bibles and song-books, and perform many other little offices. Some heads of large primary departments establish "hospitals," where are sent the children with "sick" hands or feet or tongues,--a special class where the most uncontrollable are "treated" till they are reported "cured." In general, however, if the children are interested, they will be orderly; and if the teacher is interested, so are likely to be the scholars. Put into the work your whole soul, and you are reasonably sure of getting the whole minds of the children. Love them! I cannot better sum up the entire matter than in those two words. Love them, and they will love you and gladly obey you. Love them, and you will work hard for them, and will not mind the hardness. Love them, and your love will teach you how to teach them wisely. And the God of love, who loves little children, will give you, week by week, the fullness of his joy. Chapter XXXII The Trial Balance Some teachers omit the review, or pass over it in a perfunctory way. This is as if a merchant should never balance his books, or, taking a trial balance, should be heedless of the result. If we are to prosper in this our Father's business, we must be careful as any merchant to discover just where we stand with our scholars; we must test their progress often and thoroughly, and never rest satisfied or let them rest satisfied until they and we are assured that the balance is comfortably on the right side of the ledger. One reason for the common shrinking from review day is because we have not manfully met it at the very beginning of the quarter. It is the preview that gives success to the review. When the teacher looks carefully through the twelve lessons ahead of him, grasps the underlying thread that binds them together, and forms his plan for a review at the outset, review day has lost all its terrors. Then every lesson becomes part of a consistent series. Then the weekly reviews, which alone make possible a successful quarterly review, lay each a course of a steadily rising edifice.