the facts that are to be required. _Thinking periods_, as a substitute
name for recitation periods, suggests a radical change, both in our
employment of school time and in our method of preparing lessons. We
are not yet prepared for any such change of name.

_The literature dealing with method of study._

Consider finally the literature treating of study. Certainly there has
never been a period when there was a more general interest in
education than during the last twenty years, and the progress that has
been made in that time is remarkable. Our study of the social view-
point, of child nature, of apperception, interest, induction,
deduction, correlation, etc., has been rapidly revolutionizing the
school, securing a much more sympathetic government of young people, a
new curriculum, and far more effective methods of instruction. In
consequence, the injuries inflicted by the school are fewer and less
often fatal than formerly, while the benefits are more numerous and
more vital. But, in the vast quantity of valuable educational
literature that has been published, careful searching reveals only two
books in English, and none in German, on the "Art of Study." Even
these two are ordinary books on teaching, with an extraordinary title.

The subject of memorizing has been well treated in some of our
psychologies, and has received attention in a few of the more recent
works on method. Various other problems pertaining to study have also,
of course, been considered more or less, in the past, in books on
method, in rhetorics, and in discussions of selection of reading
matter. In addition, there are a few short but notable essays on
study. There have been practically, however, only two books that treat
mainly of this subject,--the two small volumes by Dr. Earhart, already