a considerable extent. The lectures are generally
accompanied by readings either from some textbook or from collateral
readings.

The writer has personally pursued the combination method. For years
before his own book on _Principles of Education_ was completed the
subject was presented in lecture form, and accompanied by library
readings. Even now, with a textbook at hand, each new topic is
outlined in an informal development lecture. Definite assignments are
made from the text, and from collateral readings, which include
additional texts, periodical literature, and selected chapters from
various educational books. After students have had an opportunity to
read copiously and to think out special problems, an attempt is made
to discuss the entire topic orally. That is possible and very fruitful
in classes of the right size,--not over thirty. In large classes
numbering from sixty to one hundred or more, the oral discussion is
not profitable unless the instructor is very skilled in conducting the
discussion. The questions should never be for the purpose of merely
securing answers perfectly obvious to all in the class. The questions
should seek to unfold new phases of the subject. Difficult points
should be considered, new contributions should be made by the students
and the instructor, and all should feel that it is really an
enlargement, a broadening, and a deepening of ideas gained through the
lectures and the assigned readings. Very frequently individual
students should be assigned special topics for report. A good deal of
care must be exercised in this connection, for unless the material is
a real contribution and is presented effectively, the rest of the
students become wearied. If possible, the instructor should know
exactly what points are to be brought out, and the approximate amount
of time to be occupied.

Throughout, an attempt is made to make the work as concrete as
possible, and to show its relation to matters pertaining to the
schoolroom, the home, and the everyday conduct of the students
themselves. Each topic is treated with considerable thoroughness and
detail. No endeavor is made to secure an absolutely systematic and
ultra-logical system. The charge of being logically unsystematic and
incomplete would not be resented. There is no desire for a system. As
in the elementary stages of any subject, the first requisite is a body
of fundamental facts. There is time enough later to evolve an
all-inclusive and