the questions in the books, but others that will test their knowledge and awaken their interest.

Some pupils learn readily from their text books, and get along with a little explanation. Some are more dull and need the stimulus of recitation, of questions and answers, and of illustrations.

method.

By skilful questioning the pupil is led to discover the truth, and trained to think. Subjects are Socratic developed from the standpoint of the learner. The teacher stimulates and directs, but never crams. Pupils are encouraged to present their own thoughts. If correct, the teacher deepens and widens their views by suggestive illustrations. If incorrect, the absurdity is shown by leading the pupils to discover the legitimate consequences. Thus the burden of thought and research is thrown upon the learner, who, at every step, feels the joy of discovery and victory, and the conscious pleasure of assisting the teacher. Such teaching results in development, growth, and education. "The exercise

of the child's own powers, stimulated and directed, but not superseded, by the teacher's interference, ends both in the acquisition of knowledge and in the invigoration of the powers for future acquisition."

In this method the pupils are trained to tell consecutively their own thoughts. The art of connected discourse is essential; hence by our

Topical method.

best teachers the topical method is made the basis of the recitation. This should be required of every class in school, whenever the subject will admit of it. No other method can so easily secure the results to be accomplished. Pointed, searching questions are asked whenever necessary, and instruction is given in the Socratic

method. At any moment any member of the class is liable to be called on to explain a difficulty, to answer a question, or to continue a topic. Thus life, vigor, undivided attention, and effective individual effort are secured and maintained throughout the recitation.

Prompting, in all its forms, is inartistic and pernicious. The aim is to train the pupils to habits of independent expression, as well as independent thought. The exclusive use of the topic method is an extreme to be studiously avoided, as it excludes instruction and fails to elicit the intense interest and the earnest effort of every member of the class. It should have a limited use in the primary department, more extended in the intermediate and senior departments. In the primary classes, the terms may be developed individually, and written on the board, thus forming a complete tabulation and classification.

The pupils should be required to review the terms written on the board, without any assistance from the teacher.

In intermediate and senior classes, the pupils should be taught to tabulate and classify, and recite from the tabulation.

Briefly and pointedly pupils present their arguments in favor of their respective positions. cisms are urged and answered. Every point

Discussion

method.

is sharply contested.

carefully weighed.

Criti

The reasons for and against are

Educationally the discussion method stands high. It is like the interest excited in debate; in these mental conflicts, the utmost power of the pupil is put forth.

There is no better way to cultivate independence, self-assertion, liberality, and the habit of treating an opponent courteously and fairly. The discussion method supplements the Socratic and topic methods. It breaks up monotony, dissipates stupidness and insipidity.

From the primary school to the university this method may be used with incalculable advantage; but in all cases it must be kept well under the control and direction of the teacher.

Perhaps there is no method that will excite greater interest than this rational method. There is less examining, less artificial training, and more solid development. The discussion method is pre-eminently the method to make thinking men and thinking women.

Lecture

Lecturing is another method of instruction which has its uses and abuses. A lecture by the teacher should never be substituted for a method. recitation by the class. Many teachers suppose that the measure of their ability as instructors is the power they have to explain and illustrate before their classes, and hence spend most of the time assigned to recitation in the display of their own gifts of speech. But in the recitation room the good teacher has but little to say. Her ability is tested more by her silence than by her loquacity; more by her power to arouse and direct the activity of her pupils, than by her own actions. In professional schools and in the advanced classes in colleges, the time for recitation is largely spent in this way. The lecturer outlines the subjects, suggests the fields of research, indicates the line of thought, gives much information, and stimulates the pupils to effort. If the

.

student, by long continued effort makes the lecture his own, great will be the results.

But nowhere in this country has the lecture method alone given entire satisfaction. It has been found necessary to institute oral and written examinations in order to make it effective.

The conversational lecture gives results. The class by skilful questions are led into rich fields of thought. Topics are discussed by the teacher and the pupils. Questions are asked that produce thought; experiments are performed that elicit attention; pupils are led to draw inferences from what they perceive. This method was admirably used by the wise Socrates, Plato, and Aristotle. From these great masters modern teachers may learn important lessons.

The lecture method is utterly out of place in primary classes. Wherever it has been used it proves a failure.

Whenever a teacher gives a lecture to her pupils, she should require them to take notes, and recite after every formal lecture. It is well for the teacher to write on the board a tabulated classification, and require the pupils to copy.

GENERAL REMARKS

Whatever method the teacher may follow, ONE end should be attained: the best possible development of true manhood and womanhood. The inquiry may rise, what is the end of study, recitation and instruction?

Not the attainment of knowledge, but disciplinePOWER. It is undoubtedly a fact that "secular education will make a good man better, but a bad man worse,"

Education, then, is not the storing of knowledge, but the development of power; and the law of development is thorough exercise.

Any system of education, therefore, which weakens the motive or removes the necessity of laborious thinking is false in theory and ruinous in practice.

There is only one way to acquire knowledge, and that way is through study the voluntary and continual application of the mind to a subject.

Laws of Questioning

1. Questions should be clear and concise.

2. Questions should be to the point.

3. Questions should be adapted to the capacity.

4. Questions should be logical.

5. Questions should not be ambiguous.

6. Avoid questions that give a choice between two

answers.

7. Avoid direct questions.

8. Avoid set questions.

9. Avoid general questions.

10. Avoid questions that simply exercise the faculty of memory.

Objects of Questioning

1. To find out what the pupils know.

2. To ascertain what they need to know.

3. To awaken curiosity.

4. To arouse the mind to action.

5. To illustrate; to explain,-when necessary.

6. To impart knowledge not found in the text-book.

7. To fix knowledge in the mind.

8. To secure thoroughness.