l be perceived that the same individual who names the article and
the price, names also the bill which she would give in payment, and the
one who sits next her, who calculated the amount, calculated also the
change to be returned. She then proposed her example to the one next in
the line, with whom the same course was pursued, and thus it passed down
the class.

The exercise went on for some time in this way, till the pupils had
become so familiar with it, that I thought it best to allow them to take
higher numbers. They were always interested in it, and made great
improvement in a short time, and I, myself, derived great advantage from
listening to them.

There is one more circumstance, I will add, which may contribute to the
interest of this account. While the class were confined in what they
purchased, to the number ten, they were sometimes inclined to turn the
exercise into a frolic. The variety of articles which they could find
costing less than ten cents was so small, that for the sake of getting
something new, they would propose examples really ludicrous, such as
these. Three meeting-houses at two cents. Four pianos at nine cents. But
I soon found that if I allowed this at all, then attention was diverted
from the main object, and occupied in seeking the most diverting and
curious examples.

15. ARTIFICES IN RECITATIONS. c. The teacher of a small, newly
established school, had all of his scholars classed together in some of
their studies. At recitations he usually sat in the middle of the room,
while the scholars occupied the usual places at their desks, which were
arranged around the sides. In the recitation in Rhetoric, the teacher,
after a time, observed that one or two of the class seldom answered
appropriately the questions which came to them; but yet, were always
ready with some kind of answer--generally an exact quotation of the
words of the book. Upon noticing these individuals more particularly, he
was convinced that their books were open before them, in some concealed
situation. Another practice not uncommon in the class, was that of
_prompting_ each other, either by whispers or writing. The teacher took
no notice publicly of these practices, for some time, until at the close
of an uncommonly good recitation, he remarked, "Well, I think we have
had a fine recitation to-day. It is one of the pleasantest things I ever
do, to hear a lesson that is learned as well as this. Do you think it
would be poss