The government of a school is a matter of no small difficulty and importance; and to conduct it successfully, requires great sagacity, and a knowledge of human nature, the fruit of much observation and experience. The government of a school is unlike that of any other community. It should be neither despotic nor republican; it should be patriarchal. It bears a greater resemblance to the government of a family than to any other, and yet it differs, in many respects, from this. Children have grown up under the authority of their parents; and where parental government has been in any measure what it should be, obedience to it has become a matter of habit. Children are, moreover, dependent on their parents for their comfort and support, and therefore the authority of a parent is supported by a powerful consideration, which teachers of schools have not at command. If the proper government of a family is a difficult work, as every parent will be ready to acknowledge, the suitable government of a school is a work of still greater difficulty. Without the maintenance of silence, diligence, and order, it is impossible that the business of education should be successfully prosecuted in schools. But to bring the volatility, and thoughtlessness, and love of ease and of play, so natural to children and youth, to a thorough subjection to these principles, is no easy task. The nature and dispositions of children must be carefully and philosophically studied; different modes of management must be tried, and those which are found by experience to be most successful, must be adopted. Every teacher of a school needs much of the patience of Job, and the meekness of Moses, suitably blended with dignity and authority. He should have an entire control over his own passions; and if he has a natural attachment to children, it will greatly aid him in his work. It should be his aim, by an amiable, dignified, and discreet deportment, to secure both the affection and respect of those committed to his charge.