and to the problem, and when the lesson is over he will be able to go
over the same course again. The facts of the lesson will have become
organized in his mind.


HOW TO SET LESSON PROBLEM

=Precautions.=--If the teacher expects his pupils to become interested
in a problem by immediately recognizing a connection between it and
their previous knowledge, he must avoid placing the problem before them
in a form in which they cannot readily apprehend this connection. The
teacher who announced at the beginning of the grammar lesson, "To-day we
are going to learn about Mood in verbs" started the problem in a form
that was meaningless to the class. The simplest method in such a lesson
would be to draw attention to examples in sentences of verbs showing
this change and then say to the class, "Let us discover why these verbs
are changed." Similarly, to propose as the problem of the history lesson
"the development of parliamentary government during the Stuart period"
would be to use terms too difficult for the class to interpret. It would
be better to say: "We are going to find out how the Stuart kings were
forced by Parliament to give up control of certain things." Instead of
saying, "We shall study in this lesson the municipal government of
Ontario," it would be much better to proceed in some such way as the
following: "A few days ago your father paid his taxes for the year. Now
we are going to learn by whom, and for what purposes, these taxes are
spent." Similarly, "Let us find out all we can about the cat," would be
inferior to, "Of what use to the cat are his sharp claws, padded feet,
and rough tongue?"

On the other hand, it is evident that, in attempting to present the