THE EXPRESSIVE WORK OF THE SCHOOL. 257 



Naturally they all tell about or express the same 

 things. 



The more children can be led and taught to see and 

 think with few questions, the more they will have to 

 tell, and the more their powers of observation and ex- 

 pression will be developed. In the two or three best 

 recitations clearest and most definite and orderly 

 the writer has ever heard, one in a second-grade room, the 

 teacher did not ask half a dozen questions during the 

 half-hour that the lesson continued. 



An excellent way to develop individuality and self- 

 reliance is to encourage the pupils to ask as well as to 

 answer questions. The teacher may ask a question of 

 a pupil, who has the privilege, if his answer is satis- 

 factory, of questioning a second pupil. This may be 

 continued as long as seems wise. The plan has shown 

 very good results. 



Respect the pupil's individuality in observation. No 

 two persons ever see exactly the same thing. What 

 they see depends largely on what they already have in 

 their mind. If your pupils see somewhat differently 

 from you, do not assume at once that they are wrong. 

 Both may be right. You may be wrong. If there is 

 a dispute about the facts, this is the opportunity for 

 arousing interest and stimulating the spirit of investiga- 

 tion, let the pupils settle it by going to nature. Do 

 not decide it for them. 



Respect their individuality in expression. Let them 

 express ideas in their own way, in the words most ex- 

 pressive to them. Your " grown-up " language often- 



