rinted language, in spite of the time
and opportunity for studying the text, is seen in the case of the
student who, after reading the song entitled "The Old Oaken Bucket," was
called upon to illustrate in a drawing his interpretation of the scene.
His picture displayed three buckets arranged in a row. On being called
upon for an explanation, he stated that the first represented "The old
oaken bucket"; the second, "The iron-bound bucket"; and the third, "The
moss-covered bucket." Another student, when called upon to express in
art his conception of the well-known lines:

All at once I saw a crowd,
A host of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze;

represented on his paper a bed of daffodils blooming in front of a
platform, upon which a number of female figures were actively engaged in
the terpsichorean art.

=Pupil's Mind Often Passive.=--As in the lecture method, also, the pupil
may often go over the language of the text in a passive way without
attempting actively to call up old knowledge and relate it to the
problem before him. It is evident, therefore, that without further aid
from a teacher, the text-book could not be depended upon to guide the
pupil in selecting the necessary interpreting ideas. As with the lecture
method, however, it is to be recognized that, both in the school and in
after life, the student must secure much information by reading, and
that he should at some time gain the power of gathering information from
books. The use of the text-book in school should assist in the
acquisition of this power. The teacher must, therefore, distinguish
between the proper _use_ of the text-book and the _abuse_ of it. There
are several ways in which the text-book may be effectively used.

USES OF TEXT-BOOK

1. After a lesson has been taught, the pupils may be required by way of
review to read the matter covered by the lesson as stated by the
text-book. This plan is particularly useful in history and geography
lessons. The text-book strengthens and clarifies the impression made by
the lesson.

2. Before assigning the portion to be read in the text-book, the teacher
may prepare the way by presenting or reviewing any matter upon which the
interpretation of the text depends. This preparatory work should be just
sufficient to put the pupils in a position to read intelligently the
portion assigned, and to give them a zest for the reading. Somet