in no respect. Then all the pupils call “Diligent” to him. When this has taken place his name is erased from the slate of lazy pupils, and the former transgression is forgiven.
The children who are in the spelling class are daily examined in pronunciation. In spelling, when a word has more than one syllable, they must repeat the whole word, but some, while they can say the letters, cannot pronounce the word, and so cannot be put to reading. For improvement a child must repeat the lesson, and in this way: The child gives me the book, I spell the word and he pronounces it. If he is slow, another pupil pronounces it for him, and in this way he hears how it should be done, and knows that he must follow the letters and not his own fancy.
Concerning A B C pupils, it would be best, havingbut one child, to let it learn one row of letters at a time, to say forward and backward. But with many, I let them learn the alphabet first, and then ask a child to point out a letter that I name. If a child is backward or ignorant, I ask another, or the whole class, and the first one that points to the right letter, I grasp his finger and hold it until I have put a mark opposite his name. I then ask for another letter, &c. Whichever child has during the day received the greatest number of marks, has pointed out the greatest number of letters. To him I owe something — a flower drawn on paper or a bird. But if several have the same number, we draw lots; this causes less annoyance. In this way not only are the very timid cured of their shyness (which is a
