For securing the ends here proposed, it is recommended that a plan somewhat like the following be pursued in the use of this volume:—
1. If there are three recitations a week, assign one chapter for each of the first two recitations, to be carefully and thoughtfully read, and require each pupil to select one special topic to present and discuss when he is called upon in the recitation; and for the third recitation in each week, require each pupil to select a topic from any part of the book which has thus far been studied. The purpose of this plan is to bring before the class, in sharp outline, the salient points of the subject; and, at the same time, to create a sense of the organic unity of the theme as a comprehensive whole. When there are more than three recitations a week, only a part of a chapter need be assigned for an advance lesson.
2. When the first survey of the subject has been made in the way just suggested, a review may be conducted as follows:—
(1.) Biographical. Following a chronological order, divide the whole treatise into as many sections as there are recitations to be devoted to this purpose, and require each pupil to make a careful study of some educator, as Socrates, Montaigne, or Pestalozzi, and to present this theme when called upon in recitation. When there is opportunity, encourage pupils to amplify their themes with information derived from other sources.
(2.) Topical. Require each pupil to select some doctrine, system, or method, and to show, in a systematic way, its origin, progress, and termination. In this review, encourage the critical spirit, and make the recitation to consist, in part, of a free discussion of principles and doctrines. The value of this subject for guidance will appear in this part of the study.
(3.) By Chapters. Require each pupil to prepare a summary of some chapter in the book, emphasizing the more important truths that are taught in it, and showing the tendency or drift of educational thought. The culture value of the subject will appear in this part of the study. By this mode of treatment, the subject can be compassed, with good results, in twenty weeks.
3. Where no more than twelve or fourteen weeks can be given to this subject, it is recommended that the following chapters be selected: I., II., III., IV., V., VI., VII., X., XII., XIII., XVIII., XIX., XX., XXI., XXII.
For use in Teachers’ Meetings held by superintendents, the following chapters are suggested: II., III., V., VI., VII., X., XIII., XVIII., XX., XXII.
For use in Teachers’ Reading Circles, either of the above selections will serve a good purpose.
B.