during this period as during the war just preceding? Or were other men equally or more prominent? How was the establishment of a firm Union made especially difficult by the want of certain modern inventions? The pupils themselves should develop the power to suggest such questions.

The teacher can teach the children where to look for suggestions in their search for specific purposes. During meals, three times a day, interesting which chil- topics of conversation are welcome; indeed, dren should the dearth of conversation at such times,

4. The

sources to

look for

suggestions. owing to lack of "something to say," is often depressing. There is often need of something to unite the family of evenings, such as a magazine article read aloud, or a good narrative, or a discussion of some timely topic. There are social gatherings where the people "don't know what to do"; there are recesses at school where there is the same difficulty; there are neighbors, brothers and sisters, and other friends who are more than ready to be entertained, or instructed, or helped. Yet children often dramatize stories at school, without ever thinking of doing the same for the entertainment of their family at home. They read good stories without expecting to tell them to any one. They collect good ideas about judging pictures, without planning to beautify their homes through them. Thus the children can be made conscious that there are wants on all sides of them, and by some study of their environment they can find many aims that will give purpose to their school work. Again, by a review of their past studies, their reading, and their experience of various kinds, they can be reminded of objects that

they are desirous of accomplishing. It is, perhaps, needless to say that the teacher herself must likewise make a careful study of the home, street, and school life of her pupils, of their study and reading, if she is to guide them most effectually in their own search for desirable aims.

Finally, the teacher can lead her pupils to stock up with specific aims even in advance of their immediate needs. A teacher who visits another school 5. Stocking with the desire of getting helpful suggestions up with specific aims would better write down beforehand the in advance. various things that she wishes to see. She can afford to spend considerable time and energy upon such a list of points. Otherwise, she is likely to overlook half of the things she was anxious to inquire about.

Likewise, children can be taught to jot down in a notebook various problems that they hope to solve, various wants observed in their environment that they may help to satisfy. Children who are much interested in reading, sometimes without outside suggestion make lists of good books that they have heard of and hope to read. And as they read some, they add others to their list. Keeping this list in mind, they are on the lookout for any of these books, and improve the opportunity to read one of them whenever it offers. A similar habit in regard to things one would like to know and do can be cultivated, so that one will have a rich stock of aims on hand in advance, and these will help greatly to give purpose to the work later required in the school.

In conclusion, it may be of importance to add that this kind of instruction can be easily overdone, and it is better to proceed too slowly than too rapidly.

made upon

children.

It is a healthy and permanent development that is wanted, and the teacher should rest satisfied if it is 6. The im- slow. It is by no means feasible to attempt portance of moderation to subordinate all study to specific aims; we in demands cannot see our way to accomplish that now. But we can do something in that direction. Only occasional attempts with the younger children will be in place; more conscious efforts will be fitting among older pupils. By the time the elementary school is finished, a fair degree of success in discovering specific aims can be expected.

Yet, even if little more than a willingness to take time to try is established, the gain will be appreciable. When children become interested in a topic, they are impatient to "go on" and "to keep going on." This continual hurrying forward crowds out reflection. If they learn no more than to pause now and then in order to find some bearings on life, and thus do some independent thinking, they are paving the way for the invaluable habit of reflection.

CHAPTER IV

THE SUPPLEMENTING OF THOUGHT, AS A SECOND FACTOR OF STUDY

issue.

In the preceding chapter the importance of study. ing under the influence of specific purposes was urged. These are such purposes as the student The quesreally desires to accomplish by the study of tion here at text or of other matter placed before him. Since they are not usually included in such matter, but must be conceived by the student himself, they constitute a very important kind of supplement to whatever statements may be offered for study. The questions now arise, Are other kinds of supplementing also generally necessary? If so, what is their nature? Should they be prominent, or only a minor part of study? And is there any explanation of the fact that authors are not able to express themselves more fully and plainly?

1. As sug

For answers to these questions, turn first to Bible study. Take for instance a minister's treatment of a Bible text. Selecting a verse or two as his Answers to these questheme for a sermon, he recalls the conditions tionsthat called forth the words; builds the congested by crete picture by the addition of reasonable Bible study. detail; makes comparisons with corresponding views or customs of the present time; states and answers queries that may arise; calls attention to the peculiar beauty or force of certain expressions; draws inferences

or corollaries suggested in the text; and, finally, interprets the thought or draws the practical lessons. The words in his text may number less than a dozen, while those that he utters reach thousands; and the thoughts that he expresses may be a hundred times the number directly visible in the text.

Leaving the minister, take the layman's study of the parable of the Prodigal Son. This is the story as related in Luke 15: 11-32:

11. And he said, A certain man had two sons:

12. And the younger of them said to his father, Father, give me the portion of goods that falleth to me. And he divided unto them his living.

13. And not many days after the younger son gathered all together, and took his journey into a far country, and there wasted his substance with riotous living.

14. And when he had spent all, there arose a mighty famine in that land; and he began to be in want.

15. And he went and joined himself to a citizen of that country; and he sent him into his fields to feed swine.

16. And he would fain have filled his belly with the husks that the swine did eat; and no man gave unto him. 17. And when he came to himself, he said, How many hired servants of my father's have bread enough and to spare, and I perish with hunger!

18. I will arise and go to my father, and will say unto him, Father, I have sinned against heaven, and before thee,

19. And am no more worthy to be called thy son; make me as one of thy hired servants.

20. And he arose, and came to his father. But when he was yet a great way off, his father saw him, and had compassion, and ran, and fell on his neck, and kissed him.

21. And the son said unto him, Father, I have sinned