pages
96-98.

[27] Professor J. H. Hollander, _American Economic Review_, Vol. VI,
No. 1, Supplement (March, 1916), page 135. See dissenting opinions in
the discussion that followed.

[28] Professor C. E. Persons (art. cited page 86, November, 1916)
gives the titles of ten separate books or pamphlets of this kind;
since which date have appeared the author's "Manual of References and
Exercises," Parts I and II, to accompany _Economic Principles_, 1915,
and _Modern Economic Problems_, 1916, respectively.

[29] Among those most elaborately developing this method has been
Professor F. M. Taylor of the University of Michigan. See his paper on
the subject and discussion in the _Journal of Political Economy_, Vol.
VII, pages 688-703 (December, 1909). Marshall, Wright, and Field
published the _Outline of Economics_, developed as a series of
problems in 1910, which they used for a time as the main tool of
instruction in the introductory course in Chicago University.

[30] A thoughtful discussion of some phases of this problem is given
by Persons, art. cited, pages 98 ff., favoring the more positive
treatment with less distracting multiplicity of detail.

[31] To a former student of mine and now a successful teacher, Dean J.
R. Turner of New York University, I am indebted for the suggestion of
the following practical rules, a few among many possible, which should
be helpful to younger teachers:

(_a_) Keep the student expecting a surprise, afraid to relax attention
for fear of missing something.

(_b_) By Socratic method lead him into error, then have him (under
cross fire and criticism of class) reason his way out.

(_c_) Make fallacious argument, then call for criticism giving
distinction to him who renders best judgment.

(_d_) Set tasks and have members of class compete in intellectual
contests.

(_e_) Make sure that each principle learned is seen in its
relationship to practical affairs.

(_f_) Enliven each dry principle with an anecdote or illustration to
elucidate it, for principles devoid of interesting features cannot
secure attention and so will not be remembered.

(_g_) Accompany the discussion with charts and board work to visualize
facts and questions to stimulate thought.

(_h_) Ask questions and so handle the class discussions that a few
will not do all the talking, that foreign subject matter is not
introduced, that a consistent and logical development of thought is
strictly adhered to.

(_i_)