me,
he finds that one class has lost its interest in this study. He can
_make_ them get the lesson it is true, but he perceives perhaps that it
is a weary task to them. Of course they proceed with less alacrity, and
consequently with less rapidity and success. He thinks, very justly,
that it is highly desirable to secure cheerful, not forced, reluctant
efforts from his pupils, and he thinks of trying some new plan.
Accordingly he says to them,

"Boys, I am going to try a new plan for this class."

The mere annunciation of a new plan awakens universal attention. The
boys all look up, wondering what it is to be.

"Instead of having you study your lessons in your seats, as heretofore,
I am going to let you all go together into one corner of the room, and
choose some one to read the lesson to you, spelling all the words aloud.
You will all listen and endeavor to remember how the difficult ones are
spelled. Do you think you can remember?"

"Yes, sir," say the boys. Children always think they _can_ do every
thing which is proposed to them as a new plan or experiment, though they
are very often inclined to think they _cannot_ do what is required of
them as a task.

"You may have," continues the teacher, "the words read to you once, or
twice, just as you please. Only if you have them read but once, you must
take a shorter lesson."

He pauses and looks round upon the class. Some say, "Once," some,
"Twice."

"I am willing that you should decide this question. How many are in
favor of having shorter lessons, and having them read but once?----How
many prefer longer lessons, and having them read twice?"

After comparing the numbers, it is decided according to the majority,
and the teacher assigns, or allows them to assign a lesson.

"Now," he proceeds, "I am not only going to have you study in a
different way, but recite in a different way too. You may take your
slates with you, and after you have had time to hear the lesson read
slowly and carefully twice, I shall come and dictate to you the words
aloud, and you will all write them from my dictation. Then I shall
examine your slates, and see how many mistakes are made."

Any class of boys now would be exceedingly interested in such a proposal
as this, especially if the master's ordinary principles of government
and instruction had been such, as to interest the pupils in the welfare
of the school, and in their own progress in study. They will come
together in the place