Either of these
circumstances is abundantly sufficient to account for its success.
Either of these would secure success, unless the plan was a very bad one
indeed.
This may easily be illustrated by supposing a particular case. The
teacher has, we will imagine, been accustomed to teach spelling in the
usual way, by assigning a lesson in the spelling-book, which the
scholars, after studying it in their seats, recite by having the words
put to them individually in the class. After some time, he finds that
one class has lost its interest in this study. He can compel them to
study the lesson, it is true, but he perceives, perhaps, that it is a
weary task to them. Of course, they proceed with less alacrity, and
consequently with less rapidity and success. He thinks, very justly,
that it is highly desirable to secure cheerful, not forced, reluctant
efforts from his pupils, and he thinks of trying some new plan.
Accordingly, he says to them,
"Boys, I am going to try a new plan for this class."
The mere annunciation of a new plan awakens universal attention. The
boys all look up, wondering what it is to be.
"Instead of having you study your lessons in your seats, as heretofore,
I am going to let you all go together into one corner of the room, and
choose some one to read the lesson to you, spelling all the words aloud.
You will all listen, and endeavor to remember how the difficult ones are
spelled.
Do you think you can remember?"
"Yes, sir," say the boys.
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