interrupting one another, and helping one another to recall what they had read. If one left out a bit, up jumped another and then another, and the story or sum was reconstructed by the united efforts of the whole class.
What pleased my father most about his pupils was the picturesqueness and originality of their language. He never wanted a literal repetition of bookish expressions, and particularly encouraged every one to speak "out of his own head." I remember how once he stopped a boy who was running into the next room.
"Where are YOU off to?" he asked.
"To uncle, to bite off a piece of chalk." 
 The instinct for lime, necessary to feed their bones, drives Russian children to nibble pieces of chalk or the whitewash off the wall. In this case the boy was running to one of the grown-ups in the house, and whom he called uncle, as Russian children call everybody uncle or aunt, to get a piece of the chalk that he had for writing on the blackboard. us," he said to some one when the boy was g
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