APPENDIX 



To the teacher who is quite satisfied with her own 

 method the author does not venture to make suggestions. 

 If she is efficient she does not need them, if she is not, 

 she would not know how to make use of them if they 

 were offered. To the young and enthusiastic body of 

 women who have feelers out in all directions for any- 

 thing that may be made to serve them, the author can 

 not refrain from saying a word. 



There is no profession so nerve-racking and so deaden- 

 ing as teaching unless the teacher has a viewpoint that 

 keeps her interest perennially fresh. The subject- 

 matter itself is not sufficient, for no matter how alive 

 it may be in the beginning it will become dead after 

 it is repeated, as sometimes happens, two or three times 

 in one year and a single lesson four or five times in 

 one day. There is an unfailing source of interest, how- 

 ever, in the minds of the pupils. Every change of class 

 brings fresh minds to work upon and the reaction of a 

 thought upon these minds is vitally interesting. 



In the course of a month a teacher may come to know 

 the way in which her pupils look at things so well that 

 she can predict whether an individual will be able to 

 answer a question and just what answer he will give. 

 This is of infinite importance in presenting a subject 

 to a class. A fact may not be interesting in itself, it 



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