It was plain he did not consider singing their strong forte, but our wishes were met.

One boy, standing, wielded the baton, beating time.

When the singing was done with, the _maestro_ said he would like us to see the class in arithmetic, if we had time.
Accordingly fourteen or fifteen boys, from ten to fourteen years of age, stepped out upon the dirt floor; we were told that they could work examples in percentage, interest, bonds and mortgages, discount, alligation--which did we prefer?
Truth to say, it was so long since we had studied alligation, that we had really forgotten what it was, and so expressed a preference for it.

"Very good, sir," said the _maestro_.
"Will you not propound a problem ?" From this quandary we escaped by stating that we could not think of doing so; that we had every confidence in his fairness and that he had better give it, as the boys were more accustomed to him.

We have visited many classes of the same grade and age in the United States and have never seen one that would surpass them in quickness, accuracy, and clearness of explanation.