superior to the formal notebook. It has the further advantage of
accustoming the student to the method of note-taking which will be
required of those who go to college.

It would save much valuable time, at present frequently wasted in
writing useless notes, if the teacher constantly squared his notebook
requirements with questions such as these:--

1. Is the notebook work as I am conducting it calculated to develop
the habit of critical reading?

2. Does the time spent in writing up notes justify itself by fixing
in the child's mind new and really relevant information not
given in the text?

3. Is it teaching students to combine facts, opinions, and
statistics, to form conclusions really their own?

4. Is the amount of work required reasonable when it is remembered
that the child has three other subjects to prepare, that he is
from thirteen to eighteen years of age, and more or less
unfamiliar with a library?

5. Am I able carefully and punctually to correct all the notes
required?

Whatever the method the teacher thinks best to be used should be
explained early in the course and thereafter the student should be held
scrupulously responsible for such requirements as are made.