The Normal Record. April 1906

              10 THE   NORMAL   RECORD
reassuring smile. When we finally settled down to the lesson, I
called upon a bright little lad whose Drown hair was cut in bangs
over his forehead, and whose sparkling eyes were over-flowing
with mischief. He seemed very anxious to appear bashful and retiring for he rolled and rerolled the fronts of his coat up to his neck.
I at once thought that this was my backward pupil whom I must
draw out and encourage, but alas! within the next few days I found
that I must encourage him to retire.
The only little girl in the class, who had all the boys enthralled
in her saucy curls, seemed to think that the one way of winning
my favor was by keeping up a continual ten-tale on her classmates.
T~ds did not, in the least, diminish the love and respect which the
boyg telt for her, and when I rebuked her saying that only silly little girls tell tales, one of her ardent admirers with a defiant air and
uptilted nose, not In the Lest of order, promptly answered, "You're
a girl."
After a few days a little boy who seemed very bright, and th:9
back part of whose trousers consisted chiefly of a bias patch, entered the class. I soon found that his particular talent was draw
ing. One day I read to the class the story of the "Goose that Laid
the Golden Egg," and told them to illustrate the story on the board.
This little fellow drew the goose walking dejectedly from the house
to the barn, his place of execution, and leaving three golden eggs
behind him. He was as conceited as a young Raphael over his
drawings and when he turned around and saw a smile on my face,
he said, apologetically, "That's no good." I immediately reassured
him and tried to look serious. This same little boy was quite a good
reader and was very anxious to keep ahead of the class. One day
just as the bell rang he came up to me and read part of his lesson
in one breath before I could stop him. The next day when I said
that he must read the same lesson again his American spirit asserted itself. He read the lesson but his wounded pride overcame his
good judgment and his distress displayed itself in tears. My tender feelings were touched and I tried to make amends by saying,
"Why, dear, what is the matter?" and bless his proud little spirit,
he answered, "I think I am taking cold,—but I read it yesterday."
I used to tell my folks about my class and the comical things
each one said and they were very much interested in the pupils.
I will never forget the day my sister visited and how anxious I was
to show what excellent discipline I obtained. But Fate was against
me that day! When I gave the command to open reading books,
one boy began to giggle and said that he brought his music book
instead of his reading book. This amused the class so much that
they laughed long and loud. I was becoming exasperated when the
principal stepped in and frightened me more than she did the children, for when she demanded an explanation of the noise they began to tell her as if they expected her to see the joke and laugh
with them. But this is not the worst that happened that day. I
read the story of Hassan and His Camel and asked the little girl to
tell the story to the class. After a few moments' hesitation she
came up looking doubtful and conscious at the visitor. She stood
there twisting a wayward curl and finally when I mastered her unsteady gaze she said, "I have forgotten the first of it."   I Immediate-