This may easily be illustrated by supposing a particular case.  The teacher has, we will imagine, been accustomed to teach spelling in the usual way, by assigning a lesson in the spelling-book, which the scholars, after studying it in their seats, recite by having the words put to them individually in the class.  After some time, he finds that one class has lost its interest in this study.  He can compel them to study the lesson, it is true, but he perceives, perhaps, that it is a weary task to them.  Of course, they proceed with less alacrity, and consequently with less rapidity and success.  He thinks, very justly, that it is highly desirable to secure cheerful, not forced, reluctant efforts from his pupils, and he thinks of trying some new plan.  Accordingly, he says to them,

“Boys, I am going to try a new plan for this class.”

The mere annunciation of a new plan awakens universal attention.  The boys all look up, wondering what it is to be.

“Instead of having you study your lessons in your seats, as heretofore, I am going to let you all go together into one corner of the room, and choose some one to read the lesson to you, spelling all the words 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