John Fiske has admirably presented the history of the period
immediately following the Revolution. The title of his book, _The
Critical Period of American History_, makes us curious from the
beginning to know how the period was so critical. This is a fine
example of a specific aim governing a whole book. But other aims in
review might be, Do we owe as much to Washington 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.

_4. The sources to which children should look for suggestions_

The teacher can teach the children _where to look for suggestions_ in
their search for specific purposes. During meals, three times a day,
interesting topics of conversation are welcome; indeed, the dearth of
conversation at such times, 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