The exercise went on for some time in this way, till the pupils had become so familiar with it that I thought it best to allow them to take higher numbers.  They were always interested in it, and made great improvement in a short time, and I myself derived great advantage from listening to them.

There is one more circumstance I will add which may contribute to the interest of this account.  While the class were confined, in what they purchased, to the number ten, they were sometimes inclined to turn the exercise into a frolic.  The variety of articles which they could find costing less than ten cents was so small, that, for the sake of getting something new, they would propose examples really ludicrous, such as these:  three meeting-houses at two cents; four pianos at nine cents.  But I soon found that if I allowed this at all, their attention was diverted from the main object, and occupied in seeking the most diverting and curious examples.

15.  ARTIFICES IN RECITATIONS.—­The teacher of a small newly-established school had all of his scholars classed together in some of their studies.  At recitations he usually sat in the middle of the room, while the scholars occupied the usual places at their desks, which were arranged around the sides.  In the recitation in Rhetoric, the teacher, after a time, observed that one or two of the class seldom answered appropriately the questions which came to them, but yet were always ready with some kind of answer—­generally an exact quotation of the words of the book.  Upon noticing these individuals more particularly, he was convinced that their books were open before them in some concealed situation.  Another practice not uncommon in the class was that of prompting each other, either by whispers or writing.  The teacher took no notice publicly of these practices for some time, until, at the close of an uncommonly good recitation, he remarked, “I think we have had a fine recitation to-day.  It is one of the most agreeable things that I ever do to hear a lesson that is learned as well as this.  Do you think it would be possible for us to have as good an exercise every day?” “Yes, sir,” answered several, faintly.  “Do you think it would be reasonable for me to expect of every member of the class that she should always be able to recite all her lessons without ever missing a single question?” “No, sir,” answered all.  “I do not expect it,” said the teacher.  “All I wish is that each of you should be faithful in your efforts to prepare your lessons.  I wish you to study from a sense of duty, and for the sake of your own improvement.  You know I do not punish you for failures.  I have no going up or down, no system of marking.  Your only reward, when you have made faithful preparation for a recitation, is the feeling of satisfaction which you will always experience; and when you have been negligent, your only punishment is a sort of uneasy feeling of self-reproach.  I do not expect you all to be invariably prepared