vented.

Always bear in mind then, when you are devoting your time to two or
three individuals in a class, that you are losing a very large part of
your labor. Your instructions are conducive to good effect, only to the
one tenth or one twentieth of the extent, to which, under more favorable
circumstances, they might be made available. And though you cannot
always avoid this loss, you ought always to be aware of it, and so to
shape your measures, as to diminish it as much as possible.

* * * * *

We come now to consider the particular measures to be adopted, in giving
instruction.

* * * * *

The objects which are to be secured, in the management of classes, are
twofold,

1. Recitation.

2. Instruction.

These two objects are, it is plain, entirely distinct. Under the latter,
is included all the explanation, and assistance, and additional
information, which the teacher may give his pupils, and, under the
former, such an _examination_ of individuals, as is necessary to secure
their careful attention to their lessons. It is unsafe to neglect either
of these points. If the class meetings are mere _recitations_, they soon
become dull and mechanical: the pupils generally take little interest in
their studies, and imbibe no literary spirit. Their intellectual
progress will, accordingly, suddenly cease, the moment they leave
school, and cease to be called upon to recite lessons. On the other
hand, if _instruction_ is all that is aimed at, and _recitation_, (by
which I mean, as above explained, such an examination of individuals as
is necessary to ascertain that they have faithfully performed the tasks
assigned,) is neglected, the exercise soon becomes not much more than a
lecture, to which those, and those only, will attend, who please.

The business, therefore, of a thorough examination of the class must
not be omitted. I do not mean, that each individual scholar must, every
day, be examined; but simply that the teacher must, in some way or
other, satisfy himself, by reasonable evidence, that the whole class are
really prepared. A great deal of ingenuity may be exercised, in
contriving means for effecting this object, in the shortest possible
time. I know of no part of the field of a teacher's labors, which may be
more facilitated, by a little ingenuity, than this.

One teacher, for instance, has a spelling lesson to hear. He begins at
the head of the