erhaps
unconsciously, the methods that work best. Sometimes these are not
always to be identified with the methods that theoretical pedagogy had
worked out from _a priori_ bases. For example, the type of lesson which
I call the "deductive development" lesson[7] is one that is not included
in the older discussions of method; yet it accurately describes one of
the methods employed by a very successful teacher whose work I
observed.

One way, then, to improve the efficiency of young teachers, in so far as
improvement in methods leads to improved efficiency, is to encourage the
observation of expert teaching. The plan of giving teachers visiting
days often brings excellent results, especially if the teacher looks
upon the privilege in the proper light. The hyper-critical spirit is
fatal to growth under any condition. Whenever a teacher has come to the
conclusion that he or she has nothing to learn from studying the work of
others, anabolism has ceased and katabolism has set in. The
self-sufficiency of our craft is one of its weakest characteristics. It
is the factor that more than any other discounts it in the minds of
laymen. Fortunately it is less frequently a professional characteristic
than in former years, but it still persists in some quarters. I recently
met a "pedagogue" who impressed me as the most "knowing" individual that
it had ever been my privilege to become acquainted with. An enthusiastic
friend of his, in dilating upon this man's virtues, used these words:
"When you propose a subject of conversation in whatever field you may
choose, you will find that he has mastered it to bed rock. He will go
over it once and you think that he is wise. He starts at the beginning
and goes over it again, and you realize that he is deep. Once more he
traverses the same ground, but he is so far down now that you cannot
follow him, and then you are aware that he is profound." That sort of
profundity is still not rare in the field of general education. The
person who has all possible knowledge pigeonholed and classified is
still in our midst. The pedant still does the cause of education
incalculable injury.

Of the use to which reading circles may be put in improving the
efficiency of teaching, it is necessary to say but little. Such
organizations, under wise leadership, may doubtless be made to serve a
good purpose in promoting professional enthusiasm. The difficulty with
using them to promote immediate and direct efficiency