herever it is possible, the learner should be sent to the sources
themselves. It will do him good to finger the books and to find the
references; and by and by he may be tempted to read beyond the
required assignment--a thing greatly to be encouraged, and out of the
question so long as he limits himself to some one's selections from
the writings of the philosophers.

In the advanced courses the research method may be introduced; special
problems may be assigned to the student who has acquired a knowledge
of the fundamentals, to be worked out under the guidance of the
instructor.

=Lecture method should arouse dynamic interest and a desire to master
the problems of philosophy=

In the lecture intended for beginners the teacher should seek to
arouse in his hearers an interest in the subject and the desire to
plunge more deeply into it. He should not bewilder the student with
too many details and digressions but present the broad outlines of the
field, placing before him the essentials and leaving him to fill in
the minutiae by a study of the books of reference. Each lecture ought
to constitute an organic whole, as it were, in which the different
parts are held together by a central idea; and its connection with the
subject matter of the preceding lectures should be kept before the
hearer's mind. All this requires careful and conscientious preparation
on the part of the teacher, who must understand the intellectual
quality of his class and avoid "shooting over their heads" as well as
going to the other extreme of aiming below the level of their mental
capacities. Lecturing that is more than mere entertainment is an art
which young instructors sometimes look upon as an easy acquisition and
which older heads, after long years of experience, often despair of
ever mastering. The lecture aims to do what books seldom
accomplish--to infuse life and spirit into the subject; and this ideal
a living personality may hope to realize where a dead book fails.

=How to secure active participation by students through lecture method=

In order, however, that the philosophical lecture may not fail of its
purpose, the hearer must be more than a mere listener; he must bring
with him an alert mind that grasps meanings and can follow
thought-sequences. And he cannot keep his attention fixed upon the
discourse and understand the relations of its parts unless other
senses cooperate with the sense of hearing and unless the motor
centers are