Let them distinctly understand, too,
that you know it is difficult, that you mean to make it so, but that
they have your sympathy and encouragement in the efforts which it calls
them to make.
You may satisfy yourself that human nature is, in this respect, what I
have described by some such experiment as the following. Select two
classes not very familiar with elementary arithmetic, and offer to each
of them the following example in addition:
1 2 3 4 5 6 7 8 9
2 3 4 5 6 7 8 9 1
3 4 5 6 7 8 9 1 2
etc., etc.
The numbers may be continued, according to the obvious law regulating
the above, until each one of the nine digits has commenced the line. Or,
if you choose Multiplication, let the example be this:
Multiply 123456789
by 123456789
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Now, when you bring the example to one of the classes, address the
pupils as follows:
"I have contrived for you a very difficult sum. It is the most difficult
one that can be made with the number of figures contained in it, and I
do not think that any of you can do it, but you may try. I shall not be
surprised if every answer should contain mistakes."
To the other class say as follows:
"I have prepared an example for you, which I wish you to be very careful
to perform correctly. It is a little longer than those you have had
heretofore, but it is to be performed upon the same principles, and you
can all do it correctly, if you really try.
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