attitude toward it will be
one of intelligent interest and respect. But not one of these subjects
taken by itself will serve the purpose of an introductory course.

=The "case method" in the teaching of philosophy=

Another moot question is concerned with the use of the "case method,"
employed in law instruction, in ethics. The case method seeks to know
what the moral law is by studying the moral judgments of society; or,
more definitely, to quote the words of Professor Coxe,[47] one of its
champions: "to discover, if possible, a law running through the
judgments _which society has made through its duly appointed
officials_." "Historical cases, properly attested, alone give us the
means of objective judgment." There can be no doubt that this method
will prove serviceable, if judiciously applied; but its exclusive use
either as a method of study or as a method of instruction,--even in an
introductory course in ethics,--is not to be recommended.[48] The
student will not gain an adequate conception of morality from a study
of the varying and often contradictory "historical cases," much less
from a study of the judgments which society has made "through its duly
appointed officials." The legal "case" literature of our country does
indeed furnish valuable and interesting material for ethical study,
but it would require a riper mind than that of a beginner to discover
and to evaluate the moral principles which lie embodied in it.

=Testing the results of instruction=

The problem of testing the effectiveness of one's teaching presents
few difficulties in classes which are small and in which individual
instruction is possible. Wherever teacher and student come in close
personal contact and opportunity is afforded for full and frequent
discussions as well as for written exercises, it is a comparatively
easy matter to judge the mental caliber of the members of the class
and to determine the extent of their progress. In the case of the
large classes, however, which crowd into the lecture halls of the
modern university, the task is not so simple. Here every effort should
be made to divide such concourses of students into numerous sections,
small enough to enable the instructor to become acquainted with those
under his charge and to watch their development. The professor who
gives the lectures should take one or more of these sections himself
in order that he may understand the minds to which he is addressing
himself, and govern