consider what difficulties are likely to arise. You know the progress
which your pupils have made, and can easily anticipate their
difficulties. Tell them all together, in the class, what their
difficulties will be, and how they may surmount them. Give them
directions how they are to act in the emergencies which will be likely
to occur. This simple step will remove a vast number of the questions
which would otherwise become occasions for interrupting you. With regard
to other difficulties, which can not be foreseen and guarded against,
direct the pupils to bring them to the class at the next recitation.
Half a dozen of the class might, and very probably would, meet with the
same difficulty. If they bring this difficulty to you one by one, you
have to explain it over and over again, whereas, when it is brought to
the class, one explanation answers for all.

As to all questions about the lesson--where it is, what it is, and how
long it is--never answer them. Require each pupil to remember for
himself, and if he was absent when the lesson was assigned, let him ask
his class-mate in a rest.

You _may_ refuse to give particular individuals the private assistance
they ask for in such a way as to discourage and irritate them, but this
is by no means necessary. It can be done in such a manner that the pupil
will see the propriety of it, and acquiesce pleasantly in it.

A child comes to you, for example, and says,

"Will you tell me, sir, where the next lesson is?"

"Were you not in the class at the time?"

"Yes, sir; but I have forgotten."

"Well, I have forgotten too. I have a great many classes to hear, and,
of course, great many lessons to assign, and I never remember them. It
is not necessary for me to remember."

"May I speak to one of the class to ask about it?"

"You can not speak, you know, till the Study Card is down; you may
then."

"But I want to get my lesson now."

"I don't know what you will do, then. I am sorry you don't remember.

"Besides," continues the teacher, looking pleasantly, however, while he
says it, "if I knew, I think I ought not to tell you."

"Why, sir?"

"Because, you know, I have said I wish the scholars to remember where
the lessons are, and not come to me. You know it would be very unwise
for me, after assigning a lesson once for all in the class, to spend my
time here at my desk in assigning it over again to each individual one
by one. Now if I should tell _you_ where the les