5. Which would be better as an assignment for a class in history: “Study the topic of slavery for to-morrow”; or, “Try to find out why slaves were not kept in the Northern states”; or, “Did all of the people in the Northern states believe that slavery should be abolished?”
6. What is the advantage in individual or group assignments? Give a list of such assignments which you have recently given to your class.
7. Why is it necessary in studying to restate the problem under consideration at frequent intervals?
8. When children study, should they try to remember all that they read in their books?
9. Is it wise to have children critical of each other’s contributions during a recitation?
10. How could you hope to train children to discriminate between the material of greater and of less importance when they read books to find the answers to their problems?
11. What do you think of the success of a study period where ten problems are given, each independent of the others?
12. How would you expect children to verify the conclusions which they reach in solving their problems in geography, nature study, or arithmetic?
13. Take any poem of from four to ten stanzas, and have your pupils commit it to memory as a whole by reading it over and discussing the thought as often as may be necessary. Take another poem of equal length and of equal difficulty, according to your judgment, and have them commit it to memory line by line and stanza by stanza. (A good plan would be to take four stanzas for each test from the same long poem.) Three weeks after each selection is learned, without suggesting to the pupils that the selection is to be called for again, find out what part of each selection can be recalled.