It is clear that, if he has
memorized it himself, the pupils will be more likely to feel it worth
while to do the same.

In conducting a lesson in memorization, it is well for the teacher to
arouse the interest of the pupils in the selection as a whole by
reciting it himself with expression. Next, he should see that the pupils
understand as clearly as possible the meaning, and realize and
appreciate, as far as they are able, the feeling of the passage. It
should be treated first as an ordinary literature lesson, after the
manner already described. It should then be read aloud several times by
individual pupils, all trying meanwhile to commit it to memory by
concentration of attention on the ideas and their relations, the words
and their meanings. The principles of all habit formation apply
here--attention to the thing to be learned, so as to get a clear
understanding of it, and then repetition with attention. When it has
been read several times, individual pupils should be asked to recite it
without any aid. It will be found more satisfactory to memorize a
complete stanza at a time, or at least a part that expresses a complete
thought, rather than to commit to memory a line at a time. With young
pupils, however, it is well to take small units and let the children
repeat one or two lines at a time till they can give the whole stanza
with ease and accuracy.

It is important that all repetition should be individual, not
simultaneous. Where the latter method is in use, it is noticeable that
pupils adopt a uniform tone and measured rhythm, both of which are
undesirable. Moreover, especially with young pupils, there is a danger
that absurd blunders made by individuals may pass unnoticed, because the
teacher has not the opportunity of detecting them. When the passage has
been memorized, it should be repeated daily for a time and then repeated
at longer intervals, until there is little probability of its being
forgotten.

IN SENIOR FORMS

THE TEACHER'S PREPARATION

The teacher must make himself thoroughly acquainted with the lesson that
he has to teach. When it is an extract, he should be familiar with the
longer work from which it is taken. He cannot teach the lesson "Maggie
Tulliver" with the highest appreciation if he has not read _The Mill on
the Floss_. But there is more than mere information required for
successful teaching. In poetry the teacher should feel delight in the
music, the expression, the emotion, till