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was to give the time; we had no drum. I conscientiously obeyed orders and strutted off, shouting the required "Hep-hep-hep-hep!" But alas! at a critical turn, thinking more of my glory than of my duty, I marched to the right, while the column, more heedful, turned

motive engineer should polish and oil his engine and turn on full steam, but forget the little coupling-pin that hitches the engine to the train! It is a very little thing, this coupling-pin of

t the stationary horse, whipping and coaxing him by turns, and all in vain until the lady from Philadelphia unhitched the obstinate beast. We make Peterkins of ourselves every time we try to take an intellectual journey w

it. Attention has something to do with tension. Now it takes two to stretch a cord, and there a

ies of a speech, economically saving their enthusiasm for the end, if not for next time; but the attention of children is lost or won for

ively colts. There is the jack-in-the-box prelude: "Eh! Now, children! What's lesson 'bout? Quick!" There is the crape-dirge beginning, which solemnly hopes the children have studied

stereotyped, becomes inefficient. No general can plan a campaign in advance. And

semicircle, himself at the center! And luckless the teacher whose class, fixed on straight, fastened pews

all command attention. Let him be straight, alert, confident, quiet-not flabby, nervous

that hand-to-hand combat with the theme which tells his scholars that there's purpose in it. The opening sentences may s

a description of the landscape surrounding the event, or a compact review of the last lesson. Then the next day you might begin with a bit of personal experience bearing on the matter in hand. Nothing wins attention be

find a verse, or look at something. For this purpose maps, diagrams, pictures, all material objects connected with the lesso

read in the sight of any bird. Woe to the teacher who shouts the word "Attention!

hearts to his teaching; whose main dependence is anything but the attention-winning power