lips away very fast while a man is looking over perplexing problems,
and if he exceeds that time at all, he is doing injustice to his other
pupils. I do not mean that a man is to confine himself, rigidly, to the
principle suggested by this calculation, of cautiously appropriating no
more time to any one of his pupils, than such a calculation would assign
to each; but simply that this is a point which should be kept in view,
and have a very strong influence in deciding how far it is right to
devote attention, exclusively, to individuals. It seems to me that it
shows very clearly, that one ought to teach his pupils, as much as
possible, _in masses_, and as little as possible, by private attention
to individual cases.

The following directions will help the teacher to carry these
principles into effect. When you assign a lesson, glance over it
yourself, and 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 cannot be foreseen and guarded against,
tell them to bring them to the class, the next recitation. Half a dozen
might, and very probably would meet with the same difficulty. If they
bring it to you one by one, you have to answer 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, and 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 recess.

You may refuse to give particular individuals the private assistance
they ask for, in such a way as to discourage and irritate them, but it
is not 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, an