hich he
may later read, they are in available form. For convenience and
neatness, for present use, and future reference this device is far
superior to the formal notebook. It has the further advantage of
accustoming the student to the method of note-taking which will be
required of those who go to college.

It would save much valuable time, at present frequently wasted in
writing useless notes, if the teacher constantly squared his notebook
requirements with questions such as these:--

1. Is the notebook work as I am conducting it calculated to develop
the habit of critical reading?

2. Does the time spent in writing up notes justify itself by fixing
in the child's mind new and really relevant information not
given in the text?

3. Is it teaching students to combine facts, opinions, and
statistics, to form conclusions really their own?

4. Is the amount of work required reasonable when it is remembered
that the child has three other subjects to prepare, that he is
from thirteen to eighteen years of age, and more or less
unfamiliar with a library?

5. Am I able carefully and punctually to correct all the notes
required?

Whatever the method the teacher thinks best to be used should be
explained early in the course and thereafter the student should be held
scrupulously responsible for such requirements as are made.

_Instruction in the use of the library and indexes_

Having discussed with the class the questions assigned on the day of
enrollment and explained the method of study recommended for their use,
it will be well for the teacher to devote some time to instruction in
the use of the library. It is possible that the older classes will
require very little of this, but there are few classes where an hour, at
least, cannot well be spent in a discussion of indexes, titles, and
relative value of the works on various subjects. This hour need not be
the regular recitation period. A session before or after school could be
devoted to the purpose. The teacher's instruction, however, will be
greatly assisted if the students are asked to prepare answers before
coming to class to such questions as the following:--

1. How much previous work have you done in the library?

2. Of what use do you think the library should be to you in the
course you are just entering?

3. What is a source book? Of what use