tead of
teaching only five or six. But in estimating this advantage, one error
is to be guarded against. Visitors often hear a large class of fifty or
more go through an exercise of this kind, in which the scholars have
been drilled to recite in concert; and if such persons have never been
accustomed to investigate the fact, they often suppose that the answers
given are the intelligent responses of all the members of the class. The
truth is, however, in very many such cases, that only some half dozen
or so really recite the answers from their own independent knowledge.
These serve as leaders; the others, sheep-like, follow. Still, by
frequent repetition, even in this blind way, something gradually sticks
to the memory, although the impression is always apt to be vague and
undefined.

The method of reciting in concert is chiefly useful in reciting rules
and definitions, or other matters, where the very words are to be
committed to memory. The impression of so large a body of sound upon the
ear is very strong, and is a great help in the matter of mere verbal
recollection. Children too are very sympathetic, and a really skilful
teacher, by the concert method, can do a great deal in cultivating the
emotional nature of a large class.

Young children, too, it should be remembered, like all other young
animals, are by nature restless and fidgety, and like to make a noise.
It is possible, indeed, by a system of rigorous and harsh repression, to
restrain this restlessness, and to keep these little ones for hours in
such a state of decorous primness as not to molest weak nerves. But such
a system of forced constraint is not natural to children, and is not a
wise method of teaching. Let the youngsters make a noise; I had almost
said, the more noise the better, so it be duly regulated. Let them
exercise, not only their lungs, but their limbs, moving in concert,
rising up, sitting down, turning round, marching, raising their hands,
pointing to objects to which their attention is called, looking at
objects which are shown to them. Movement and noise are the life of a
child. They should be regulated indeed, but not repressed. To make a
young child sit still and keep silence for any great length of time, is
next door to murder. I verily believe it sometimes is murder. The
health, and even the lives of these little ones, are sacrificed to a
false theory of teaching. There is no occasion for torturing a child in
order to teach him. God