mind, his thoughts, because these thoughts are interesting to him. There is, broadly speaking, only one situation in class about which his mind is working: his own success or failure to recite. Hence, before each recitation we shall speak a sentence of encouragement or command, such as "Please begin," "I think you are going to do well." After each recitation we shall speak a sentence of praise or blame, such as "Very good," "It might have been better." These, as they can not be expressed by actions, may be translated when necessary into equivalent phrases in the mother tongue. We shall illustrate each phrase by stories, riddles, quotations, whatever you like. The pupil will be interested, and hence will remember. It is not necessary to the acquisition of knowledge that the pupil should be thoroughly bored while trying to learn. After a sufficient number of repetitions of a phrase by the teacher, it will be handed over to the pupils, who will then address to each other phrases of encouragement, command, praise, blame, etc. We have now enabled the pupil to express an action and his thought; the outside and the inside world are his; he needs only to advance as he began. Each lesson proceeds in this wise:
EXAMPLE.
Part I.—Teacher: "We shall learn about opening the door." General subjective phrase, "Pay attention." Explanation of the phrase through stories.
Teaching of verbs.
First subjective phrase before recitation, "Please begin." Explanation through stories.
Recitation.
First subjective phrase after recitation, "Very good." Explanations through stories.
After the teaching of the sentences, the subjective phrases are spoken by the pupils.
It lies in the intelligence of the teacher to recognize the moment for introducing phrases.
The lesson then proceeds to the movements of the door as Part II, and to our leaving the door as Part III. The scheme is the same.
All this is a copy (systematized, of course) of the method employed by the mother. Now, first, can the grammarian be useful to us? Let us remember that to begin with his method is to put the cart before the horse. He must play the second but also an important part. The child learns to speak first, but he also learns to read and to write. We will give the same lesson to the pupil in printed form; he will be asked to read it, and then to copy it or write it from
