Page:Memory; how to develop, train, and use it - Atkinson - 1919.djvu/101

Rh emeralds there are, but one is drilled in two places, and one is a little carven.’ ‘Their weight?’ said Lurgan Sahib, impassively. ‘Three—five—five and four ruttees, as I judge it. There is one piece of old greenish amber, and a cheap cut topaz from Europe. There is one ruby of Burma, one of two ruttees, without a flaw. And there is a ballas ruby, flawed, of two ruttees. There is a carved ivory from China, representing a rat sucking an egg; and there is last—Ah—ha!—a ball of crystal as big as a bean set in gold leaf.’” Kim is mortified at his bad beating, and asks the secret. The answer is: “By doing it many times over, till it is done perfectly, for it is worth doing.”

Many teachers have followed plans similar to that just related. A number of small articles are exposed, and the pupils are trained to see and remember them, the process being gradually made more and more difficult. A well known American teacher was in the habit of rapidly making a number of dots on the blackboard, and then erasing them before the pupils could count them in the ordinary way. The children then endeavored to count