ns in the home; then call to mind the
application of this principle in the last lesson. Make your review very
brief.

Next, bring out the leading topic of the lesson for the day. This should
be done so as to present a vital issue and a live topic to the class.
Very often the best way of doing this is to state a concrete case
involving the issue discussed. The presentation of a definite set of
circumstances or a fairly complete experience involving the fundamental
principles under discussion is an instance of teaching by the "case
method." If the teacher will consider how the law student is trained by
the study of _particular cases_, the advantage of the method will be
clear. Be sure that the "case" selected will include the principles to
be taught. Prepare the statement of the case beforehand. This should be
done in a very brief narrative, so giving the instance as to enable the
class to see the reality of the question. Be sure that your instance is
itself vital and probable. A class of adults will especially need such
points of vital contact. By announcing the topic in advance the teacher
will often be able to obtain definite cases in point from the members.

With the case thus presented take the points in the text and apply them,
first to the special case alone, but with the purpose of developing the
principles involved in that and similar cases. Beware of the special
danger of the case method, namely, that the class may discuss the
specific instances rather than the principles.

_Teaching is more than telling_; it is stimulating other minds to see
and comprehend and state for themselves. Therefore the teacher must
first comprehend and be able to state for himself. Avoid repeating the
phrases of the text. Get them over into your own language and see that
the class does the same. Do not fail to call for the brief reports on
reading, and to make them a real part of the subject of discussion.

_Questioning_ is the natural method of stimulating minds. Use the
question method, but do not confine yourself to "What does the author
say on this?" Direct your questions to the points stated and the issues
raised so as to compel students to think on the topics and so as to draw
out the results of their thinking. Form your own judgments and help the
class to form theirs too. Remember that the purpose of the class is to
get people thinking on the great subjects discussed. The text is not
written in order that groups of students