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Rh that this shaming cry of the children gives them more pain and drives them more to study than if I should hold the rod before them and use it all the time. If such a child under these circumstances has friends in the school who can and will teach it, it will try more earnestly than before. The reason is that if its name is not rubbed out the same day, before school closes, the scholars are at liberty to write down the idle scholar's name and take it home with them. But if it is found in the future that the child knows well its lesson its name is again made known to the scholars and they are told that it has known its lessons perfectly and failed in nothing. Then they all call out “Industrious.” When this happens its name is rubbed out of the list of idle scholars and the former misdoing is forgotten.

These are every day also put to the proof in regard to pronunciation. At the recitation in spelling where the word has more than one syllable, they must all seek for the pronunciation and then it is soon found by the test, though they know how to spell properly, whether through mispronunciation they are unfit to be so soon put at reading. Before reaching this point the child must go over his task repeatedly and it is done in this way. The child gives me its book. I spell, and it must pronounce. If it cannot do it quickly another in the same way gives the pronunciation. In this way it learns to distinguish how it must be governed in pronunciation by the spelling and not by its own notions.

To make these scholars familiar with the letters at first the easiest way, if I had but one child in the school, would