continued, according to the obvious law regulating
the above, until each one of the nine digits has commenced the line. Or,
if you choose Multiplication, let the example be this:--

Multiply 123456789
by 123456789
---------

Now, when you bring the example to one of the classes, address the
pupils as follows:

"I have contrived for you a very difficult sum. It is the most difficult
one that can be made, with the number of figures contained in it, and I
do not think that any of you can do it, but you may try. I shall not be
surprised if every answer should contain mistakes."

To the other class, say as follows:--

"I have prepared an example for you, which I wish you to be very careful
to perform correctly. It is a little longer than those you have had
heretofore, but it is to be performed upon the same principles, and you
can all do it correctly, if you really try."

Now under such circumstances the first class will go to their seats with
ardor and alacrity; determined to show you that they can do work, even
if it is difficult. And if they succeed, they come to the class the next
day, with pride and pleasure. They have accomplished something, which
you admit it was not easy to accomplish. On the other hand, the second
class will go to their seats, with murmuring looks and words; and with a
hearty dislike of the task you have assigned them. They know that they
have something to do, which, however easy it may be to the teacher, is
really difficult for them, and they have to be perplexed and wearied
with the work, without having at last, even the little satisfaction of
knowing that the teacher appreciates the difficulties with which they
had to contend.

2. We now come to consider the subject of rendering assistance to the
pupil, which is one of the most important and delicate parts of a
teacher's work. The great difference, which exists among teachers, in
regard to the skill they possess in this part of their duty, is so
striking that it is very often noticed by others; and perhaps skill here
is of more avail, in deciding the question of success or failure, than
any thing besides. The first great principle, is, however, simple and
effectual.

(1.) _Divide and subdivide a difficult process, until your steps are so
short, that the pupil can easily take them._

Most teachers forget the difference between the pupil's capacity and
their own, and they pass rapidly forward, through a