ded in both cases. It is probably true that
comparatively little new work should be given for unsupervised study.
There is too much danger of error as well as lack of interest unless a
start is given under supervision.

Studying, especially unsupervised, may be done in groups or
individually. The former is a stepping-stone to the latter. There is a
greater chance for suggestions, for getting the problem worded, for
arousing interest and checking results, when a group of children are
working together than when a child is by himself. Two things must be
looked after. First, that the children in the group be taught not to
waste time, and second, that the personnel of the group be right. It is
not very helpful if one child does all the work, nor if one is so far
below the level of the group that he is always tagging along behind.
More opportunities for group study in the grammar grades would be
advantageous.

When it comes to individual study, the student then assumes all
responsibility for his methods of study. He should be taught the
influence of physical conditions or mental reactions. He will therefore
be responsible for choosing in the home and in the school the best
possible conditions for his study. He will see to it that, in so far as
possible, the air and light are good, that there are no unnecessary
distractions, and that he is as comfortable bodily as can be. He must
think not only in terms of the goal to be reached, but also with respect
to the methods to be employed. He should be asked by the teacher to
report his methods of work as well as his results.

QUESTIONS

1. Are children always primarily engaged in thinking when they study?

2. What type of study is involved in learning a multiplication table, a
list of words in spelling, a conjugation in French?

3. How would you teach a pupil to study his spelling lesson?

4. In what sense may one study in learning to write? In acquiring skill
in swimming?

5. How would you teach your pupils to memorize?

6. Show how ability to study may be developed over a period of years in
some subject with which you are familiar. Reading? Geography? History?
Latin translation?

7. Is the boy who reads over and over again his lesson necessarily
studying?

8. Can one study a subject even though he may dislike it? Can one study
without interest?

9. How can you teach children what is meant by concentration of
attention?

10. How have you found it possible to de