"The teacher from the start establishes the order which is necessary for the success of his work: each pupil is to answer only when asked to do so; all the others are to listen and should be able to repeat the words of the teacher and of their companions; the desire to answer, when the teacher directs a question to everybody, is to be expressed by raising the left hand; the words are to be pronounced neither in a hurry, nor by drawing them out, but loudly, distinctly, and correctly. To obtain this latter result the teacher gives them a living example by his loud, correct, distinct enunciation, showing them in practice the difference between soft and loud, distinct and correct, slow and fast. The teacher should see to it that all the children take part in the work, by having somebody's question answered or repeated, now by one, now by another, and now by the whole class at once, but especially by rousing the indifferent, inattentive, and playful children: the first he must enliven by frequent questions, the second he must cause to concentrate themselves on the subject of the common work, and the third he must curb. During the first period the children ought to answer in full, that is, by repeating the question: 'We are sitting in the class-room' (and not in brief, 'In the class-room'); 'Above, over my head, I see the ceiling;' 'On the left I see three windows,' and so forth." Mr. Evtushévski advises that in this way be begun all the lessons on numbers from 1 to 10, of which there are to be 120, and which are to be continued through the year. "One. The teacher shows the pupils a cube, and asks: 'How many cubes have I?' and taking several cubes into the other hand, he asks, 'And how many are there here?'--'Many, a few.' "'Name here in the class-room an object of which there are several.'--'Bench, window, wall, copy-book, pencil, slate-pencil, pupil, and so forth.'--'Name an object of which there is only one in the class-room.'--'The blackboard, stove, door, ceiling, floor, picture, teacher, and so forth.'--'If I put this cube away in my pocket, how many cubes will there be left in my hand?'--'Not one.'--'And how many must I again put into my hand, to have as many as before?'--'One.'--'What is meant by saying that Pétya fell down once? How many times did Pétya fall? Did he fall another time? Why does it say once?'--'Because we are speaking only of one case and not of another case.'--'Take your slates (or copy-books). Make on them a line of this size.' (The teacher draws on the blackboard a line two or four inches in length, or shows on the ruler that length.) 'Rub it off. How many lines are left?'--'Not one.'--'Draw several such lines.' It would be unnatural to invent any other exercises in order to acquaint the children with number one. It suffices to rouse in them that conception of unity which they, no doubt, had previous to their school instruction."