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 _can not_ 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 assigned, and listen to the one who is
appointed to read the words to them, with every faculty aroused, and
their whole souls engrossed in the new duties assigned them. The
teacher, too, feels a special interest in his experiment. Whatever else
he may be employed about, his eye turns instinctively to this group with
an intensity of interest which an experienced teacher who has long been
in the field, and who has tried experiments of this sort a hundred
times, can scarcely conceive; for let it be remembered that I am
describing the acts and feelings of a new beginner, of one who is
commencing his work with a feeble and trembling step, and perhaps this
is his first step away from the beaten path in which he has been
accustomed to walk.

This new plan is continued, we will suppose, for a week, during which
time the interest o