might a sportsman expect there? What sections would be of most
interest to the sight-seer? How is the United States Government
reclaiming the arid lands, and in what sections? What classes of
invalids resort to the West, and to what parts? How do the fruits
raised there compare with those further east in quality and
appearance? How is farming differently conducted there? In what
respects, if any, is the West more promising than the East to a young
man starting in life?

These are such questions about the West as large classes of
individuals must put to themselves in practical life; they are, then,
fair questions for the pupil in school to put to himself and to
answer. By thus considering the various phases of human interest in a
subject, children can get many suggestions for supplementing the text.

_4. Different types of reproduction_

The habit of reproducing thought in different ways will also throw
different lights on the subject-matter, and thus offer many
supplementary ideas. For example, dramatizing is valuable in this way.
The description, in the first person, of one's experiences in crossing
the desert is an illustration. I once visited a Sunday-school class
that was studying the life of John Paton, the noted missionary to the
New Hebrides Islands. The text stated that one of the cannibal chiefs
had been converted, and had asked permission to preach on Sunday to
the other savages. This permission was granted; but the text did not
reproduce the sermon. Thereupon several members of the class
undertook, as a part of the next Sunday's lesson, to deliver such a
sermon as they thought the savage might have given. Two of the boys
brought hatchets on that Sunday to represent tomahawks, which they