e and (if he can) coherent body of doctrines, or a variety of
opinions that have been held, among which the student is encouraged to
choose. Evidently the conditions determining choice in the case of
advanced courses are different from those in the introductory course.
For the beginner time is required in order that economic principles
may sink in, and so he is bewildered if at first he is introduced to a
number of theories by different authors. Materials that supplement the
general course of principles should therefore be limited to subject
matter that is descriptive, concrete, and illustrative. The beginner,
somewhat dazed with the variety of new facts, ideas, terminology, and
problems in the field into which he has entered, needs guidance to
think clearly step by step about them.[30] Not until the pupil has
learned to see and apprehend the simpler economic phenomena near him
can he be expected to survey the broader fields and to form
independent judgments concerning complex situations. He must creep
before he can run. In fact, teachers are often self-deceived when they
imagine that they are leaving students to judge for themselves among
various opinions or to find their way inductively to their own
conclusions. The recitation, in truth, becomes the simple game of "hot
and cold." The teacher has in mind what he considers the right answer;
the groping student tries to guess it; and as he ventures this or that
inexpert or lucky opinion he is either gently chided or encouraged.
At length some bright pupil wins the game by agreeing with the
teacher's theretofore skilfully concealed opinion. This is called
teaching by the inductive method.

Undoubtedly it is more desirable to develop in the student the ability
to think independently about economic questions than it is to drill
him into an acceptance of ready-made opinions on contemporary
practical issues. The more fundamental economic theory--the more
because its bearing on pecuniary and class interests is not close or
obvious--is an admirable organ for the development of the student's
power of reasoning. But to give the student this training it is not
necessary to keep him in the dark as to what he is to learn. The
Socratic method is still unexcelled in the discussion of a text and of
lectures in which propositions are clearly laid down and explained.
The theorem in geometry is first stated, and then the student is
conducted step by step through the reasoning leading to t