e or with the way in
which the mind of the child, in reacting upon any subject-matter,
selects and organizes his knowledge into new experience and puts the
same into execution. In other words, the teacher must fully understand
how to direct the child successfully through the four stages of the
learning process.

(_a_) _General Method._--In a scientific study of education it is
usually assumed that the student-teacher has mastered academically the
various subjects of the curriculum. In the professional school,
therefore, the subject-matter of education is studied largely from the
standpoint of method. In his study of method the student of education
seeks first to master the details of the process of education outlined
in the opening Chapters under the headings of problem, selecting
process, relating process, and application. By this means the teacher
comes to understand in greater detail how the mind of the child reacts
upon the presented problems of the curriculum in gaining control over
his experiences, or, in other words, how the process of learning
actually takes place within the consciousness of the child. This
sub-division is treated under the head of _General Method_.

(_b_) _Special Methods._--In addition to General Method, the
student-teacher must study each subject of the curriculum from the
standpoint of its use in setting problems, or lessons, which shall
enable the child to gain control of a richer experience. This
sub-division is known as _Special Methods_, since it considers the
particular problems involved in adapting the matter of each subject to
the general purpose of the educative process.

3. _Problem of Management._--From what has been seen in reference to the
school as an institution organized for directing the education of the
child, it is apparent that in addition to the immediate and direct
control of the process of learning as involved in the method of
instruction, there is the more indirect control of the process through
the systematic organization and management of the school as a corporate
institution. These more indirect problems connected with the control of
education within the school will include, not only such topics as the
organization and management of the pupils, but also the legal ways and
means for providing these various educational instrumentalities. These
indirect elements of control constitute a third phase of the problem of
education, and their study is known as _School Orga