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usually the case, after the signal for class dismissal has been given,
is to promise the pupils a week in advance that their next lesson will
be very much of a failure.

A good assignment is characterized by several very definite features. In
the first place it is perfectly clear. Given at a time when pupils are
following it, it gives specific direction as to the work to be done
ahead in preparation. It indicates the direction of intellectual travel,
points out sources of material, and indicates what is to be looked for.
Reference or textbooks are so pointedly referred to that pupils not only
remember their names, they want to turn to them to enjoy their
contributions.

In the second place, a good assignment raises a problem which is a
challenge to the mental powers of pupils. It should carry a force of
anticipation that capitalizes on that great mover to action--curiosity.
For instance, if the lesson to be assigned is one on baptism, instead of
simply naming certain pages in a text to be read, the skilful teacher
may well challenge his class by bringing in a clipping from a periodical
or from some other source attempting to prove that sprinkling is the
correct method of baptism, or that baptism is not essential to a man's
obtaining salvation? How can members of the class meet such an argument?
One of their first thoughts will likely be a query as to where available
material may be turned to. How easy, then, to give references, etc. Some
such problem can be raised relative to every lesson taught, and it is a
wonderful force as an intellectual appetizer. It should both prompt to
action and point to the path to be followed.

The question is often raised as to whether the assignment should be
general or specific. Perhaps the best answer involves both kinds. There
ought ordinarily to be a general assignment that affects all of the
members of a class. The class is made up of all the individuals in the
group--its discussing ought therefore to be so made up. But in addition
to this general assignment, specific topics given to particular members
add an enrichment to the recitation of very great value. The services of
the specialist are always of inestimable value. That class is best
wherein each member in turn becomes a specialist in looking up and
bringing in vital observations on life.

As to the best time for making assignments, it is rather hard to give a
ruling that best fits all cases. Preferably the assignment sho