fixed in the memory. The class is now weary; a little change will rest them. The teacher leads in a merry song, and then all are ready for fresh work.
The whole school is now called up. Their lesson will combine grammar and arithmetic, and at the same time exercise their imaginative faculties. The teacher writes a number of simple sums on the blackboard. The pupils are to match and explain each one of these sums with a story. A dozen eager hands are up. " Well, Leona ? " Leona rises and says, " I was walking in the lane and I found two butterflies and then I saw two more, and that made four butterflies." "Very well." The teacher puts the answer under the proper example and then calls another child. " I had two red. apples and my brother gave me five yellow ones, and then I had seven." The whole school is interested. Each one is eager to tell a story and win one of the sums.
SUGGESTIVE WHISPERS are freely allowed.
The little inventive brains soon capture the entire board with exactly fitting stories. Now the exercise is changed to work in subtraction and the answers are in stories as before. The children form their answers from their own range of experience, in the house, the field or the street. They are encouraged to name the properties of the objects which they use to make the answers. They do not merely say " apples " but " red apples " or " yellow apples."
Let us try a class in fractions. They deal with dividing objects. And the first thing must be to let them see the division take place. The class is seated around a table, and before each is a lump of clay. Each one pats his lump down to a square cake.