tifying encouragement.

What, then, are the teaching practices that make for greater
thoroughness, that increase the qualitative and intensive character of
knowledge? We shall discuss some of these in the succeeding
paragraphs.

=How can thoroughness be produced?=

The _acquisition of new points of view_ makes for increased
thoroughness of comprehension. The class that understands the causes
of the American Revolution from the American point of view knows of
the navigation laws, the quartering of soldiers in American homes, the
Stamp Act, the Boston Massacre,--the usual provocations that strained
patience to the breaking point. The college teacher of American
history who spends time on the riots in New York in which a greater
number of colonists was killed than in Boston, who teaches in detail
the various acts forbidding the manufacture of hats and of iron ware,
or the protests against English practices in the colonies made by
British merchants, etc., is adding more facts, but he may only be
intensifying the erroneous conclusion that the students have formed in
earlier and less complete courses. The topic, "Causes of the American
Revolution," grows in thoroughness, not through the addition of these
facts but through the presentation of new interpretations of the
practices of the English. When we explain that the English believed in
virtual and not actual representation, the students see a new meaning
in "taxation without representation." When the students learn that the
English government decided on a new economic and industrial policy
which planned to have the mother country specialize in manufacture and
transportation and the colonies in production of raw materials, the
students see reason, though not necessarily justice, in the acts
prohibiting Americans from various forms of manufacture and
transportational activities. These new facts modify in the minds of
students the point of view so often given in elementary courses, that
the War for Independence was caused by sheer British meanness and
injustice, by her policy of reckless repression.

It is not always possible to give new points of view to all knowledge
in all subjects. There are cases in which there is only one point of
view or where students may not be ready for a new interpretation
because of their limited mastery of a new field of knowledge. Under
these conditions an added point of view is a source of confusion
rather than an aid to clearer comprehensi