Page 489 - The model orator, or, Young folks' speaker : containing the choicest recitations and readings from the best authors for schools, public entertainments, social gatherings, Sunday schools, etc. : including recitals in prose and verse ...
P. 489

J ani'i:,— Please,  Miss  Brent,  ma  is  always  saying  j  couldn't  look
                        any  more  simple  if  I  tried— that  I  don’t  look  half  what  I  know.
                          T ea c h er.— J ane,  please  attend  strictly  to  the  subject  of  the  lesson.
                       Tell  me  what  you  mean  by  quartering.
                          J ane,— Y ou  cut  the  apple  into  four  pieces.
                          T ea c h er.— P lease  give  me  another  term  for  pieces,
                          J ane,— C hunks  [
                          T ea c h er.'— N o.   W ho  can  give  me  a better  wore? ?
                          S at_.lv.— Parts.
                        ,  T eacher,— T hat  is  right.   Now,  children,  look  carefully  and  be
                       ready  to  tell  me  how  these  parts  com pare  in  size.
                          £ z ra   (who is inclined  to  he  greedy),— They  are  awful  stingy  pieces,
                       teacher-— -jus!;  bites !
                          T e a c h e r,— Ezra,  if you  indulge  in  an ym ore  such  remarks  you  wil'
                       have  to  -stay  after  school  for your  lesson,  (Eara sinks hack sullenly
                       Sally,  yo'i  may  tell  me.
                          S a lu   (cautiously).— T h ey’re  about the  same  size.
                          T e a ch f.r  ('somewhat  discouraged').— Take  the  parts  in  your  hand
                       and  observe  how  even ly -I  have  cut  them .     ( The  pieces arc  passed
                       around and examined very critic ally by  tke children?)
                          Jonas  (raises  hand),— Barring  the  knots  and  the  poor  places,  I
                       reckon  you  meant  to  have  them   all  alike.
                          T e a c h e r.— Y es,  you  can  see  that  were  the  apple  perfect,  the  parts
                       would  be  all  alike.   {Hastily cuts  a  very symmetrical  orange  so  as to
                       remove this new  objection from  her hypercritical pupils')   W h at  can  you
                       say  of  these  parts?    {Tke  teacher  here  suddenly  notices  a  boy  with
                       a suspicious looking protuberance in his cheek.)    Johnny  Simpkins,  what;

                       is  the  m atter  with  your  clieek?
                          Johnny  (in  muffled tones).-— 'Nothing,  m a’am.
                          T e a c h e r ,— Johnny  Simpkins,  you  arc  eating  in  school.
                          Johnny  (in still more  muffled tone).— NoVn.
                          TEACHER  (with sarcastic  sympathy).— A h  i     I  see.   You  have  had
                       the  tooth-ache,   I  will  send  for  a  remedy  at  once.   You  must  be  in
                       great  pain.
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