Where a few in the class tend to monopolize the time you may frequently bring a diffident one into the exercise by casually looking at him as if you felt his right to be heard. It is better not to ask him to talk, but to make it easy for him to come into the conversation by referring to something he has previously done or said, or by going near him while others talk. A hand on his shoulder while you are conversing with others, will sometimes open him to expression. Sometimes you need to refer to what Willie's father said, or what you saw at his house, or to something that Willie owns and is pleased with. Many expedients should be tried and some time consumed in endeavoring to get such a pupil into the conversation instead of saying point blank, "Now, Willie, what do you think?" The matter of spoken language is words largely. The thinking of children is always done in words, as far as school matters go. The thoughts of the average child are correct enough from his standpoint, and when the teacher represses him on his first attempt to carry his part in the exercise, he is hurt to such an extent that he may never recover from it, and he may always believe himself peculiarly unfortunate in that he is incapable of speaking as others do. The truth is that all children are eloquent. They talk easily, very easily, in comparison with adults who have been frightened out of their natural tongues, and are forever trying to say what they think in terms that they do not think it in. All children are sensitive concerning their speech. Some of the keenest hurts children experience are inflicted by those who notice patronizingly or critically the language they use. Mothers are in a hurry to have them learn English at once, and so correct them instantly when such mistakes as "runned," "mouses," and "me wants" occur. The child allowed to think in his own terms overcomes his verbal difficulties in a short time if associated at home with those who speak correctly, and he is perfectly excusable for using what we call incorrect forms until he has acquired the so-called correct ones. There are times when the child's mind is open to acquisition of formal expertness in language. He will find these times for himself and exercise himself in forms without being driven to it at the very times when his mind is most active with other things which he tries to express to us in his moments of overflowing enthusiasm. In these moments he should not be bothered and confused by formal quibbling. In his most active states intellectually he ought not to be repressed. This applies to the child who hears good English at home. It also applies, with slight modifications, to the child who hears imperfect language at home. The child who will eventually prove capable of correct speech will learn to speak the best language he hears without direct instruction if encouraged in it and given the respect a growing child is entitled to receive.