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which would otherwise become occasions for interrupting you. With regard
to other difficulties, which can not be foreseen and guarded against,
direct the pupils to bring them to the class at the next recitation.
Half a dozen of the class might, and very probably would, meet with the
same difficulty. If they bring this difficulty to you one by one, you
have to explain it over and over again, whereas, when it is brought to
the class, one explanation answers for all.

As to all questions about the lesson--where it is, what it is, and how
long it is--never answer them. Require each pupil to remember for
himself, and if he was absent when the lesson was assigned, let him ask
his class-mate in a rest.

You _may_ refuse to give particular individuals the private assistance
they ask for in such a way as to discourage and irritate them, but this
is by no means necessary. It can be done in such a manner that the pupil
will see the propriety of it, and acquiesce pleasantly in it.

A child comes to you, for example, and says,

"Will you tell me, sir, where the next lesson is?"

"Were you not in the class at the time?"

"Yes, sir; but I have forgotten."

"Well, I have forgotten too. I have a great many classes to hear, and,
of course, great many lessons to assign, and I never remember them. It


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