ns should be put into as few words as
possible: the closer the connection of ideas, the better. When we say,
allow time to understand your explanations, we mean, allow time
between each idea, do not fill up the interval with words. Never, by
way of gaining time, pay in sixpences; this is the last resource of a
bankrupt.

We formerly observed that a preceptor, in his first lessons on any new
subject, must submit to the drudgery of repeating his terms and his
reasoning, until these are sufficiently familiar to his pupils. He
must, however, proportion the number of his repetitions to the temper
and habits of his pupils, else he will weary, instead of
strengthening, the attention. When a thing is clear, let him never try
to make it clearer; when a thing is understood, not a word more of
exemplification should be added. To mark precisely the moment when the
pupil understands what is said, the moment when he is master of the
necessary ideas, and, consequently, the moment when repetition should
cease, is, perhaps, the most difficult thing in the art of teaching.
The countenance, the eye, the voice, and manner of the pupil, mark
this instant to an observing preceptor; but a preceptor, who is
absorbed in his own ideas, will never think of looking in his pupil's
face; he will go on with his routine of explanation, whilst his once
lively, attentive pupil, exhibits opposite to him the picture of
stupified fatigue. Quick, intelligent children, who have frequently
found that lessons are reiterated by a patient but injudicious tutor,
will learn a careless mode of listening at intervals; they will say to
themselves, "Oh I shall hear this again!" And if any stray thought
comes across their minds, they will not scruple to amuse themselves,
and will afterwards ask for a repetition of the words or ideas which
they missed during this excursion of fancy. When they hear the warning
advertisement of "certainly for the last time this season," they will
deem it time enough to attend to the performance. To cure them of this
presumption in favour of our patience, and of their own superlative
quickness, we should press that quickness to its utmost speed.
Whenever we call for their attention, let it be on subjects highly
interesting or amusing, and let us give them but just sufficient time
with their fullest exertion to catch our words and ideas. As these
quick gentlemen are proud of their rapidity of apprehension, this
method will probably secure