"On the day of the last presidential election, I tried the plan of holding at the high school with which I was connected an exact imitation of the original. All students, down through the fifth grade, voted. Students acted as election officers in every detail. The election was preceded by registration, rival rallies, etc. I followed it with the meeting of presidential electors at the capitol in due season, and the final canvass at Washington."

14. Give some concrete examples of methods by which pupils may be made to feel that what is being done in school will be of practical value in the needs of daily life in maturity.

15. Point out some ways in which school-room play may be utilized to train children to think.

16. Is the ordinary written examination, especially when made the test of promotion, a means of cultivating the power to think? May it be made such a means? If so, show specifically how it can be so utilized.

17. Comment on the practice of compelling pupils in the upper grades and in the high school to keep note-books in all subjects, these note-books being carefully filled out under the teacher's direction, and regularly inspected and marked.

18. Does the topical recitation, especially in grades below the high school, contribute to thinking ability, or does it call on memory only? Discuss the several forms of recitation from this standpoint.

19. Show how the use of pictures in history, literature, and geography may be made to contribute to definite thinking on the part of children. Are motion pictures better for this purpose than lantern or stereoscopic views? Why?

20. Contrast the two following methods in teaching a sixthgrade geography class the nature and origin of soil:

(a) The following questions were asked: "What is soil?" "Name some of the kinds." "What is weathering?" "Erosion?" "Corrosive agent?" "Define denudation." "What is the disintegration of rocks?"

(b) The pupils were taken on a trip to a stone quarry. There they saw the formation of the soil actually going on. They noted the differences in hardness, compactness, and color between the upper and the lower layers; the gradual gradation from solid to less solid rock, to rock waste, and then to soil. The relation of the rock to soil was unmistakable. The contribution of plants, air, and water to the formation of soil received concrete illustration. Then the class took up the discussion of the subject in the text.

21. Comment on the following instance of geology teaching: "A teacher in physical geography giving a lesson on rocks, brought his specimens to class, and lectured on them, holding up each kind to view as he talked. At the end of the period he carried away the rocks, and at the next recitation upbraided the pupils when they failed to recognize the various specimens when he again held them up."

22. Comment on this example of English teaching: "A second-year class in the high school was reading the Sir Roger de Coverly papers. The command was given: 'Point out the satire on page -.' A hand went up :-'What is satire?' Teacher:-'How many know what satire is?' No one responded. Teacher:-'Who can write satire on the board?' A child responded, was sent to the board, and wrote 'satyr'. The teacher then sent a pupil to the dictionary to see how 'satire' was spelled, and he happened on the right form. At her request, he read the definition of the word, which was probably meaningless to the class. Without any comment the teacher said, 'I hope to-morrow you will all know what "satire" means!""

V

TEACHING PUPILS TO THINK-Concluded

1. What studies taught you in the elementary or in the high school do you remember most vividly and fully at this time? Try to account for the fact as you find it.

2. What studies or topics which you pursued in the elementary or in the high school have been largely forgotten? Explain the matter in detail.

3. Take a study like grammar, and mention principles taught you in the elementary school which have remained with you without becoming obscured. Are you aware of having forgotten some of the principles you learned in this subject? Look up the matter in a grammatical text-book, and say why you have remembered some principles, while others have been forgotten.

4. Discuss the subjects of rhetoric, algebra, geometry, and German according to the directions given in exercise 3 for the discussion of grammar.

5. What proportion of what you learned in geography in the elementary school have you forgotten? Take what you know about the products of different countries, and of different sections of our own country, and try to determine whether this knowledge was gained in school, or in some other manner. Comment upon the results of your inquiry viewed in the light of the discussion in chapter V of the text.

6. Show how you could lead pupils thirteen years of age, or thereabouts, who live east of the Mississippi River, to think straight regarding the extraordinary development of the city of North Yakima, in Washington. Keep in mind that a very few years ago the entire Yakima Valley was a sage-brush desert.

7. Comment on the following in view of the principles developed in chapters IV and V of the text: "I propose to have the children of Mississippi taught the geography of the state

by having them start with the study of cotton. I will have them work back from the cotton crop to soil, climate, etc., and forward to transportation, location of cities, etc."

8. When a certain pupil in the seventh grade first encountered the word "genuine", he pronounced it "genume”. How would you make him take the initiative in correcting his mistake?

9. Show in detail how you would lead a pupil to take the initiative mainly or wholly in demonstrating the proposition,"The sum of the interior angles of a triangle equals two right angles."

10. A mother was observed "helping" her eight-year-old child to prepare his reading lesson for school. Whenever the boy hesitated at a new word, the mother would pronounce it for him, he would repeat it after her, and go on to new difficulties. Comment on the efficiency of this method.

11. A father was observed "helping" a boy in the sixth grade to learn some definitions. The teacher asked the boy to look up the words assigned in the dictionary, and learn the definitions. The father assisted the boy to find the words. The former read the definitions to the latter, and decided which definition had best be chosen in each case. Then he required the boy to repeat the definition until he had memorized it. What do you think of this method?

12. Suppose a beginner in Latin, tempus, can not recall what it means. lead him to work out the meaning.

coming upon the word Indicate how you would

13. Comment on the following lesson in geography, given to a class in the fifth grade:

With four different maps on the wall, and with the aid of past lessons, the teacher derived the following facts about India from pupils who had never before had a lesson on that country, and who had as yet not been assigned a lesson on it in the text: (a) That India is in the hot belt, extending nearly to the equator. (b) That it is in the belt of trade winds. (c)

That rainfall is slight in winter, for the monsoons are outward-flowing winter winds; and that the rainfall is very heavy in summer, for the monsoons are inward-flowing summer winds. (d) That the heaviest rainfall is on the slopes of the Himalayas because the winds laden with moisture are cooled by the air of the mountains and produce rain. (e) That the rainfall on the slopes of the Himalayas furnishes water to two rivers. (f) That the valleys of these two rivers are fertile, hence densely populated. (g) That the coast-line is very regular, hence few good harbors. (h) That the products will be those of a hot moist climate, viz.: cotton, spices, etc.

14. Is the following testimony from a man, now principal of a high school, quite exceptional, or is it typical:

"In the fifth grade we began the study of physiology. We were supplied with a text-book full of definitions, and containing also pictures that filled me with horror when I first looked at them;-pictures of men with their body walls slit open, and turned back to reveal the internal structure. At class we were called on, and rattled off as many definitions as we could; so long as we were not required to explain them we were all right. It makes me smile to think of the queer ideas I got from this study. For instance, I learned that 'The effect of alcohol on the nervous system is that it deadens it and upsets it.' My conception of the deadening was that the brain died, and remained decayed in one's head."

15. The following state examinations were set recently in different states. Comment on each question from the standpoint of its suitability to encourage pupils to study and teachers to instruct with a view to developing the power of thought in the subjects covered. In certain cases two examinations in the same subject are presented, so that you may compare them in respect to their relative value.