teaching the classes of
sentences in grammar, in which the teacher must ask himself whether it
will be possible to take up the whole topic with its important
sub-divisions in a single lesson, or whether each sub-division should be
treated in a single lesson.

=How to Approach Associated Problems.=--Even when it is realized that
the related matter is too large for a single lesson, it must be decided
whether it will be better to bring on each sub-division as a separate
topic, and later let these sub-divisions synthesise into a new unity; or
whether the larger topic should be taken up first in a general way, and
the sub-divisions made topics of succeeding lessons. In the study of
mood in grammar, for example, shall we introduce each mood separately,
and finally have the child synthesise the separate facts; or shall we
begin with a lesson on mood in general, and follow this with a study of
the separate moods? In like manner, in the study of winds in geography,
shall we study in order land and sea breezes, trade-winds, and monsoons,
and have the child synthesise these facts at the end of the series; or
shall we begin with a study of winds in general, and follow this with a
more detailed study of the three classes of winds?

WHOLE TO PARTS

=Advantages.=--The second of these methods, which is often called the
method of proceeding from whole to parts, should, whenever possible, be
followed. For instance, in a study of such a lesson as _Dickens in the
Camp_, the detailed study of the various stanzas should be preceded by
an introductory lesson, bringing out the leading thought of the poem,
and noting the sub-topics. When, in an introductory lesson, the pupil is
able to gain control of a large topic, and see the relation to it of a
given number of sub-topics, he is selecting and relating the parts of
the whole topic by the normal analytic-synthetic method. Moreover, in
the following lessons, he is much more likely to appreciate the relation
of the various sub-topics to the central topic, and the inter-relations
between these various sub-topics. For this reason, in such subjects as
history, literature, geography, etc., pupils are often introduced to
these large divisions, or complex lesson units, and given a vague
knowledge of the whole topic, the detailed study of the parts being made
in subsequent lessons.

=Examples.=--The following outlines will further illustrate how a series
of lessons (numbered I, II, III, etc.) may