or under their ability and to adapt the assignments accordingly. There is plenty of unused youthful energy after school hours that can pleasantly and profitably be employed if proper stimulus is given at school and if the pupils feel that they can efficiently do work by themselves. The nervous wear and tear of study outside of school in other days was due to the waste of energy when the child was muddling through his formal assignments unaided. As the pupil moves through the junior and senior high school, he should do more and more outside study and work more and more independently. The danger that supervised study will make pupils dependent will be largely obviated if he does work independently. Whether or not he does this is a check on the efficacy of the directed study program. Such experimental studies as have been made of the efficiency of a supervised study program have considered only such cases where all the studying was done in school; in some cases, the gain in progress over pupils who studied out of school was negligible and in most cases the bright pupils suffered. The obvious answer to these results is not that supervised study is a doubtful expedient but that supervised study should not take the place of the thing it is to produce— independent thinking. If equal amounts of time had been spent in each case and if the bright pupils had not been forbidden to use their brains, the results would have been much different.

In our senior high school we have tried to accept the responsibility of directed learning with all its implications and have worked out the philosophy as outlined above. In order to be practical and specific, we have worked out in detail the following outline of suggestive procedure.

(a) To see what has been learned

(b) To see what has not been learned

(c) To see how learning (studying) has

been done

Recitation

Assignment

Supervision

of study

2. Handling the teaching problem raised by 1b and the studying problem raised by 1c in so far as the whole group is involved.

3. Review and organization of previous study and discussions leading to a group conclusion (generalization, judgment, application)

4. Manipulation of results of (2) and (3) so that

(a) Valuable "leads" ("connections") are

set up

(b) If possible, a "lead" for the next assignment.

5. New problem (challenge, topic) presented as a continuation of pupils' past experiences, need for which is shown from standpoint of pupils.

6.

7.

Definition of problem

Discussion of special study (learning) features involved in the new assignment 8. Guiding suggestions as to materials, sources, etc. (v. 13)

9. Starting the individual attack of new problem in the light 5-8.

10. Testing individually (preferably) or collectively to see whether

(a) assignment is understood

(b) study processes are efficient

11. Handling the individual problems brought to light in lc and 10.

12. Supervision of individual organization of results of study.

13. Guidance in planning of outside supplementary work.

This outline is suggestive, not mandatory. Such formalismı as would be implied in the unvarying adoption of this (or any other) outline by every teacher in every learning unit is the last thing to be desired. The outline is flexible, the steps are inter-related and continuous. Not all of this outline occurs necessarily in every period; in a large project several periods may be spent on one step. It will be adaptable whether "type lessons," Herbartian steps, or Dewey's steps in logical thinking are involved in the procedure. It is just as applicable to a 45-minute period as to a 70-minute period. The terms recitation, assignment and supervised study have been used in this discussion and are used in the outline. These terms are in common use and it seemed to make discussion clearer to keep them; however, as has been said above, no sharp tripartite division is made and a study of the outline and of the lists below will show that they are inextricably connected and, especially, that the conception of recitation is by no means the original one of re-citation.

The outline solves the problem of individual versus group work. The character of the work in the supervised study part is largely individual; in the recitation, largely group work. The whole is flexible enough so that any proportion between the two may be set up as circumstances dictate and all of the advantages of both procedures are possible without the disadvantages attached to the exclusive use of either.

To be still more definite we have made out lists of the various classroom activities that may go on in the process. The following lists, also merely suggestive, are arranged roughly in ascending order of importance.

1. Reciting

During the Recitation

2. Stage presence

3. Memorizing

4. Questioning

5. Answering

23. Verifying the judging and generalizing

During the Study Period

3. Learning how to find material, books, interviews, etc. 4. Learning how to use books, maps, diagrams, statistics, graphs, etc.

5. Learning how to read rapidly and comprehendingly.

7. Learning how to study (general psychology of attention, memory, recall, habit, etc.)

14. Forming conclusions, judgments, applications of skill and knowledge.

15. Discovering personal interests, special abilities, individual differences and adopting the assignment to them so that the individual qualities will be best developed and so that each individual may contribute to group his peculiar reactions to the situations and give group advantage of his peculiar abilities and interests.

16. Discovering "leads" from the assignment to other assignments which pupil sets for himself.

Finally, we have worked out the following rating list by which teachers and supervisers may check up the actual working of the scheme.

1. How much "reciting" is done?

2. Number of thought questions as compared with fact questions.

3. Group versus individual activity.

4. Is problem (assignment) definitely set before pupils? 5. Do pupils see the relation of new to old and the need for the new?

6. Is the problem carried to a conclusion?

7. Do pupils carry away "leads" that may and will carry them to further activity? How many pupils do more than "enough to get by"?

8. Is a greater amount and variety of material suggested than any pupil can do?

9. Is assignment, however, of such nature that every pupil can and will master something vital?

10. How much does the supervised study period differ from study in the large study hall?

11. Are instructions given as to—

(a) general study methods?

(b) specific methods of attacking new problems?

12. Is assignment so long or supervised class study so short that pupils must do much of the new problem alone, shifting for themselves?