Jane. Six pictures at eight cents. Sarah. Forty-two cents. Several voices. Wrong. Sarah. Forty-eight cents. Jane. One dollar. Sarah. Sixty-two cents. Several voices. Wrong. Sarah. Fifty-two cents.
It will 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 possible for us to have as good an exercise every day?" "Yes sir," answered several faintly. "Do you think it would be reasonable for me to expect of every member of the class, that she should always be able to recite all her lessons, without ever missing a single question?" "No sir," answered all. "I do not expect it," said the teacher. "All I wish is, that each of you should be faithful in your efforts to prepare your lessons. I wish you to study from a sense of duty, and for the sake of your own improvement. You know I do not punish you for failures. I have no going up or down, no system of marking. Your only reward when you have made faithful preparation for a recitation, is the feeling of satisfaction which you will always experience; and when you have been negligent, your only punishment is a sort of uneasy feeling of self-reproach. I do not expect you all to be invariably prepared with every question of your lessons. Sometimes you will be unavoidably prevented from studying them, and at other times, when you have studied them very carefully, you may have forgotten, or you may fail from some misapprehension of the meaning in some cases. Do not, in such a case, feel troubled because you may not have appeared as well as some individual who has not been half as faithful as yourself. If you have done your duty that is enough. On the other hand, you ought to feel no better satisfied with yourselves when your lesson has not been studied well, because you may have happened to know the parts which came to you. Have I done well should always be the question, not have I managed to appear well?
"I will say a word here," continued the teacher, "upon a practice, which I have known to be very common in some schools, and which I have been sorry to notice occasionally in this. I mean that of prompting, or helping each other along in some way, at recitations. Now, where a severe punishment is the consequence of a failure, there might seem to be some reasonableness in helping your companions out of difficulty, though even then, such tricks are departures from honorable dealing. But especially when there is no purpose to be served but that of appearing to know more than you do, it certainly must be considered a very mean kind of artifice. I think I have sometimes observed an individual to be prompted, where evidently the assistance was not desired, and even where it was not needed. To whisper to an individual the answer to a question, is sometimes to pay her rather a poor compliment, at least; for it is the same as saying, 'I am a better scholar than you are; let me help you along a little.'
"Let us then hereafter, have only fair, open, honest dealings with each other, no attempts to appear to advantage by little artful manoeuvering;-no prompting,-no peeping into books. Be faithful and conscientious, and then banish anxiety for your success. Do you not think you shall find this the pleasantest course?"-"Yes sir," answered every scholar. "Are you willing to pledge yourselves to adopt it?" "Yes sir." "Those who are, may raise their hands," said the teacher. Every hand was raised; and the pledge, there was evidence to believe, was honorably sustained.
16. KEEPING RESOLUTIONS. The following are notes of a familiar lecture on this subject, given by a teacher at some general exercise in the school. The practice of thus reducing to writing what the teacher may say on such subjects will be attended with excellent effects.
This is a subject upon which young persons find much difficulty.
The question is asked a thousand times, "How shall I ever learn to
keep my resolutions?" Perhaps, the great cause of your failures is
this. You are not sufficiently definite in forming your purposes.
You will resolve to do a thing, without knowing with certainty
whether it is even possible to do it. Again, you make resolutions
which are to run on indefinitely, so that of course, they can never
be fully kept. For instance, one of you will resolve to rise
earlier in the morning. You fix upon no definite hour, on any
definite number of mornings, only you are going to "rise
earlier." Morning comes and finds you sleepy and disinclined to
rise. You remember your resolution of rising earlier. "But then it
is very early," you say. You resolved to rise earlier, but you
didn't resolve to rise just then. And this, it may be, is the last
of your resolution. Or, perhaps you are, for a few mornings, a
little earlier; but then at the end of a week or fortnight, you do
not know exactly, whether your resolution has been broken or kept,
for, you had not decided whether to rise earlier for ten days, or
for ten years.
In the same vague and general manner, a person will resolve to be
more studious, or more diligent. In the case of an individual, of
a mature and well-disciplined mind, of acquired firmness of
character, such a resolution might have effect. The individual will
really devote more time and attention to his pursuits. But, for one
of you to make such a resolution, would do no sort of good. It
would only be a source of trouble and disquiet. You perceive there