not get, and by so much as he did not, by so much he failed to receive
his proper due at this period of his life.

And this is a fault in any system, or in any teacher who works
exclusively by any card other than his or her own good sense, as
applied to each individual case.

It was not so much the means that Miss Stone tried upon "Dodd" that
were at fault, as it was the way in which she applied them and the end
she strove to reach by their use. And for you, my dear, who are
walking over the same road as the one just reported as traversed by
Miss Stone, look the way over and see how it is with you in these
matters. And do not content yourself, either, by merely saying, "But
what are we going to do about it?" Bless your dear life, that is the
very thing that is set for you to find out, and as you hope for success
here and a reward hereafter, don't give up till you have answered the
question.

Neither can any one but yourself answer this question. The experience
of others may be of some help to you, but the problem--and you have a
new problem every time you have a new pupil--is only to be solved by
yourself. Look over the history of the Chart Class, over whose silly
mumblings this boy was dragged till disgust took the place of
expectancy, then think of like cases that you have known, and ask
yourself what you are going to do about it.

It is true that classes are large, that rooms are full, that some
pupils are severely dull, and that it is a very hard thing to know what
it is best to do; but these things, all of them, do not excuse you from
doing your best, and from making that best, in large measure, meet the