vital applications. Whereas, in all too many cases, the assignment has been hurried, indefinite, and insufficiently motivated; under the method known as supervised study, the assignment is advanced to a place of fundamental importance. It will be seen that in the following pages considerable space is devoted to the assignment. It is the all-essential of a good start in studying. It is the teacher's golden moment for stimulating interest, suggesting methods of studying, and presenting a clear explanation of what is involved in the new lesson. The assignment is the teacher's marching orders to the class. She must know what is important, and she must be able to anticipate the difficulties inevitable in every subject.

But the new type of teaching embraces much more than this. The teacher is now to be regarded as a director of study. Conditions and methods of effective work are taught and supervised. The pupil's whole life is brought into relation to his mental task. Instead of being regarded as par excellence an undeveloped intellect the learner is to be treated as an unfolding life whose every activity and attitude in some way is related to the studying of the assignment in hand. Physiological, physical, and psychological conditions are given earnest attention. The actual method of attacking the new lesson is watched and checked at the point of wrong departure! The pupil is not allowed to become lost. He is given a map; he is given specific directions for using it; and he is, moreover, guided away from treacherous ground.

The objection often urged that supervised study prevents the pupil from relying on himself, is answered sufficiently by suggesting that without it he does not rely upon himself, but instead enlists family, friends, and classmates in his behalf. Home study is harmful, not only because unhygienic, but also

because it tempts the pupil to claim as his own work what others have done for him. Problems in mathematics, theme writing, and outline work are referred to others whenever feasible to do so. This is natural. The difficulties are severe, the assignments are unreasonably long, and class marks are usually impersonal. What is the pupil to do? Let him without offense in this type of home study cast the first stone.

Supervised study means working with the pupil but not for him. It is preventive. It deals not merely with subject matter, but with methods of learning it, and for this reason it is necessary that the teacher for a considerable time devote part or most of the class period to this fundamental of learning. The high school pupil must be taught how to think, how to organize, and how to apply.

3. Discriminate Organization. But supervised study involves even more than all this. By the aid of careful measurements or scientific investigation the contents of each course are analyzed so that its development may be as discriminate and balanced as possible. What are the general difficulties encountered by most pupils in language study, mathematics, sciences, etc.? How can they be either avoided or so anticipated that the pupil will spend less time on the no-progress level or get the most effective advantages out of it? Are all parts of a subject equally important? To what extent can the "old line " subjects be rejuvenated into compelling stimuli of study? If a large number of pupils regard English and history as useless, this criticism should excite the teacher to an investigation of the reasons for such antipathy. High school pupils are thinking individuals. They are frequently hasty in their judgments and extravagant in their conclusions, but sometimes they are right and possessed of electric insight into the frauds,

the cant, the artificiality of much that flaunts the noble name, education.

These are days of surveys, investigations, experiments, scientific doubt. Deduction and opinion are losing caste. Authority is being pulled from dusty thrones and cross-examined. The millennial bias, that a thing is right because it is old, is suffering a twist into a frontal position where the past is looked at face to face and respectfully requested to divulge by what mystic process it became authoritative in the beginning. If the evidence is forthcoming and is rational or even true to experience, authority will be escorted back to its throne, which in the meantime has been well dusted by approved methods, let us hope.

Probably the ancient trivium and quadrivium, if taught in the spirit of modern needs, have superior value, but it is important that those who teach and those who study understand why these subjects are included in the educative process. Let us throw more light on these subjects, and illuminate the dark caves and catacombs of some of these imperial knowledges that emperors, kings, and nobles studied as fit only for the highborn. It may be true that all who master them are high born, but in a democracy high birth is less significant than high achievement.

4. School Administration. Supervised study sooner or later will involve a change of school administration in at least four directions.

(a) Less Home Study. If the function of the school involves direction of the pupil's preparation of lessons so that these may be learned most successfully, it will be necessary, during at least the first year of every new subject, that such directed study take place in the school and that home study be omitted

as a possible interference because of the forming of unfavorable habits of study. The chief objection against abandoning home study comes from parents. They still believe that the pupil must be kept busy by long home work. The favorable results of no home study in Joliet, Ill., and Sacramento, Cal., doubtless can be duplicated elsewhere. When the pupil has received considerable training in studying, it will be safe to require a minimum amount of work to be done at home, but the bulk of preparation should be done during the study period and vacant periods.

(b) Longer School Day. This has been introduced in several schools. The addition of an hour to the school day with no home study is beneficial to pupils and teachers, providing the teacher has been freed from the slavery of correcting papers. Intellectual work, confined to the school day, allows the pupil to play and to engage in supplementary reading or social pastimes. If the social life of adolescents must be controlled by severe home assignments, it is hardly an advantage to effective studying, for the distracting desires and thoughts cannot be shut out so easily. In the school the suggestion of study is in itself helpful. The group habit is imitated by the individual. If, moreover, it is understood that the pupil's time for preparation is limited to the school hours and that his marks depend somewhat upon his industry, it is likely under proper supervision that he will prove diligent in this work. The hours outside of school can become rich in the storing away of general information, in enjoyment of legitimate pleasures, in play and refreshing sleep.

(c) A New Type of Teacher. The inability of teachers to undertake supervised study is due in the main to the fact that they have not been trained for this kind of work. Training of

teachers should now include specific instruction in the organization and direction of this important duty. It is far from the author's desire to increase the burdens of an already overworked and sacrificing army of teachers. But he has reason to believe that supervised study will lighten their present tasks by relieving them of those details that are now the distressing routine of the classroom. Correction of many papers, asking many questions, depending upon rapid responses in recitation for evidence of teaching ability - these are gloomy responsibilities. Growth in the following qualities that doubtless belong to the successful study supervisor would spread joy throughout our profession :

1. Sympathy that rests on a knowledge of the pupil's point of view.

2. A broad background of information about the customary attitudes of high school pupils.

3. Tact in dealing with individuals.

4. Knowledge of what is implied in the psychology of subject

matter.

5. Ability to adapt methods to local conditions.

6. Trustworthiness-respecting the confidences of pupils.

7. Leadership-involving enthusiasm expressed in real love of the subjects taught an affection based on understanding purposes, difficulties, and application of the various subjects.1

(d) Better Proportioned Expenditure of Money. Here is the rub! Although supervised study in some form of the divided period does not require a very great reduction in the size of class, a certain increase in the teaching force may be imperative in some schools where teachers are expected to handle several It is a question of proportioned cost, however. Dr. J. Stanley Brown, of Joliet, Ill., for example, prefers to spend

courses.