r example is the design of a residence for which no
predetermined limiting conditions are laid down and which does not
differ materially from those found in the surrounding community or
illustrated in the textbook or the architectural magazine. Such work
illustrates and enforces theory, gives the student some knowledge of
the materials and processes of construction, and also trains him in
drafting; but it does not give him much intellectual exercise nor
develop his mental fiber, although it may prepare him to take a place
as a routine worker in his profession. Such instruction emphasizes
utilitarian training but neglects intellectual development, mental
vigor, and breadth of view.

The exercise in design which has the highest educational value is one
in which the student must discover for himself the conditions to be
fulfilled, the method of treatment to be employed, the materials to be
used, and the details to be adopted. An example of this form of
problem is the design of a bridge for a particular river crossing,
without any limitations as to materials of construction, type of
structure, time of construction, etc., except such as are inherent in
the problem and which the student must determine for himself. A better
example is the architectural design of a building to be erected in a
given locality to serve some particular purpose, with no limitations
except perhaps cost or architectural style.

Experience of several teachers with a considerable number of students
during each of several years conclusively shows that students who have
had only comparatively little of the design work mentioned in the
preceding paragraph greatly exceed other students having the same
preparation except this form of design work, in mental vigor, breadth
of view, intellectual power, and initiative. This difference in
capacity is certainly observable in subsequent college work, and is
apparently quite effective after graduation.

=Examinations=

The term "examination" will be used as including the comparatively
brief and informal quizzes held at intervals during the progress of
the work and also the longer and more formal examinations held at the
end of the work. Usually the examination is regarded as a test to
determine the accuracy and extent of the student's information, which
form may be called a question-and-answer examination or quiz. A more
desirable form of examination is one which requires the student to
survey his information o