THE TECHNIQUE OF LESSONS 205* In repeating the question a great many times the repeats that word which finally will be remembered, and at ev£FT" repetition the child, responding by pointing to the object, has repeated the exercise of associating with it the word which he is learning and fixing in his mind. If, however, the mistress notices- at the very start that the child is not disposed to pay attention to her and makes mistakes in answering without making any effort to do well, she ought, instead of correcting and insisting, to suspend the lesson and start it again at another moment, on another day. Why should she correct him? If the child did not succeed in asso- ciating the name with the object, the only way in which he can succeed will be to repeat the act of sense stimulus as well as the- name, namely to repeat the lesson. But when the child has made a mistake, it means that, at that moment, he was not disposed towards the -mental association which was hoped for from him; therefore it would be necessary to choose another moment. Supposing that along with the correction one had said: ** No,. you have made a mistake, it is this," all these words which contain a reproof, would have made much more impression on him than the other (e.g. smooth, rough); they would have remained in the child's mind, retarding the learning of the names. Instead of that,, the silence which follows the error leaves clear the field of the child-mind and the next lesson will follow on the first successfully.. Third Stage: Remembering the Name Corresponding to the Object. The third stage is a rapid verification of the lesson taken first. The mistress asks the child: "What is this like?" and if' the child is ready to do so he will reply with the correct word: " It is smooth," " It is rough." Since the child is often uncertain in his pronunciation or these words, often new to him, the mistress may insist on having them repeated once or twice, exhorting the child to pronounce them more clearly, saying: " What is it like? " " What is it like? " If the child shows marked defects in speech, this is the time to make them perfectly clear so that definite corrective exercises in. pronunciation may be.given afterwards.