tude toward
her pupils and her subjects, and any shortcomings she may have in regard
to methods of teaching. She would, at first, resent the implication that
the other teacher's method of teaching division of fractions is better
than her own and would cite the many years during which her method has
been used. When all else fails, tradition always proves a convenient
refuge. We can always prove to-day by yesterday; only, by so doing, we
deny the possibility of progress.

=The potency of right methods.=--A teacher of Latin once used twenty
minutes in a violent attempt to explain the difference between the
gerund construction and the gerundive construction. At the end of the
time she had the pupils so completely muddled that, for months, the
appearance of either of these constructions threw them into a condition
of panic. To another class, later, this teacher explained these
constructions clearly and convincingly in three minutes. In the meantime
she had studied methods in connection with subject matter. Another
teacher resigned her position and explained her action by confessing
that she had become so accustomed to the traditional methods of teaching
a certain phase of arithmetic that it was impossible for her to learn
the newer one. Such a teacher must be given credit for honesty even
while she illustrates tragedy.

=The waste of time.=--In explaining the loss of two hundred minutes a
day the teacher will inevitably come upon the subject of methods of
teaching, and she may be put to it to justify her method in view of its
results. The more diligently she tries to justify her method, the more
certainly she proclaims her responsibility for a wrong use of the
method. Those twenty minutes point at her the accusing finger, and she
can neither blink nor escape the facts. The other teacher led her pupils
into a knowledge of the subject in ten minutes, and this one may neither
abrogate nor amend the record. As an operative in the factory she holds
in her hand one shoe as the result of her thirty minutes while the other
holds three. Conceding that results in the school are not so tangible as
the results in the factory, still we have developed methods of
estimating results in the school that have convincing weight with the
efficiency expert. We can estimate results in school work with
sufficient accuracy to enable us to assess teaching values with a goodly
degree of discrimination.

=Possibilities.=--It would be a comparatively