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 The result of this will be that all listen carefully to what is said to one of their number, and apply it to their own use.

(vii) If some of the boys cannot answer a question he should ask the whole class, and then, in the presence of the rest, praise those who answer best, that their example may serve to stimulate the others. If any pupil make a mistake he should be corrected, but at the same time the cause of the error (which a clever teacher will have no difficulty in discovering) should be made clear and the necessity for its recurrence obviated. It can scarcely be realised what an assistance to rapid progress this will be.

(viii) Finally, when the lesson is over, the scholars should be given leave to ask questions on any point that they wish explained, either in the present lesson or in a previous one. Private questioning should not be permitted. Each scholar who wishes to ask a question should either ask the teacher openly or get the leader of his division to do so (if this latter is unable to solve the difficulty himself). In this way the whole class will be benefited, and as much by the question as by the answer. If any scholar help to illustrate an important point by the intelligence of his questions, he should be commended, in order that the rest may thereby be incited to industry and keenness.

21. Such a daily training of the attention will not only be of momentary use to the young, but will stand them in good stead throughout their whole lives. For if this training last for some years, and they get into the habit of concentrating their minds on whatever is being done at the time, they will continue to do so of their own accord without any external pressure. If schools are organised on this principle, surely we may look forward to a considerable increase in the number of clever and intelligent men!

22. To this it may be objected that individual attention is necessary to see that each scholar keeps his books tidy, writes his exercises carefully, and learns his lessons