If too long delayed the discovery comes as a shock, and the less energetic fall out at once and declare that they "can't learn"-- "never could." Perhaps in one way the elementary schools with their large classes have a certain advantage in this, because the pressure is more self-adjusting than in higher class education, where the smaller numbers give to each child a greater share in the general work, for better or for worse.

In home education this share becomes even greater when sometimes one child alone enjoys or endures the undivided attention of the governess.

In that case the pressure does not relax.

But out of large classes of infants in elementary schools it is easy to see on many vacant restful faces that after a short exertion in "qualifying to their teacher" they are taking their well-earned rest.

They do not allow themselves to be strung up to the highest pitch of attention all through the lesson, but take and leave as they will or as they can, and so they are carried through a fairly long period of lessons without distress.