receiving the criticisms of the teacher.

"The first fault which I suppose will be found is that some are
unfinished."

The scholars looked surprised. They did not expect to have that called
a fault.

"How many plead guilty to it?"

A few raised their hands, and the teacher continued:

"I suppose that some will be found partly effaced. The slates were not
laid away carefully, or they were not clean, so that the writing is not
distinct. How many find this the case with their work?"

"I suppose that, in some cases, the lines will not be perpendicular, but
will slant, probably toward the left, like writing.

"I suppose, also, that, in some cases, the writing will be careless, so
that I can not easily read it. How many plead guilty to this?"

After mentioning such other faults as occurred to him, relating chiefly
to the form of the table, and the mere mechanical execution of the work,
he said,

"I think I shall not look at your slates to-day. You can all see, I have
no doubt, how you can considerably improve them in mechanical execution
in your next lesson; and I suppose you would a little prefer that I
should not see your first imperfect efforts. In fact, I should rather
not see them. At the next recitation they probably will be much better."

One important means by which the teacher may make his scholars careful
of their reputation is to show them, thus, that he is careful of it
himself.

Now in such a case as this, for it is, except in the principles which it
is intended to illustrate, imaginary, a very strong interest would be
awakened in the class in the work assigned them. Intellectual effort in
new and constantly varied modes is in itself a pleasure, and this
pleasure the teacher may deepen and increase very easily by a little
dexterous management, designed to awaken curiosity and concentrate
attention. It ought, however, to be constantly borne in mind that this
variety should be confined to the modes of pursuing an object--the
object itself being permanent, and constant, and steadily pursued. For
instance, if a little class are to be taught simple addition, after the
process is once explained, which may be done, perhaps, in two or three
lessons, they will need many days of patient practice to render it
familiar, to impress it firmly in their recollection, and to enable them
to work with rapidity. Now this object must be steadily pursued. It
would be very unwise for the teacher to say to himself, My cla