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stery of the art of study. To eliminate this danger, it is well that the pupils be requested frequently to make out their own lists of questions, and, as speedily as possible, both the questions made by the pupil and those made by the teacher, should be replaced by topical outlines. By taking care that the questions are logically arranged,--that is, that a general question refer to the topic of the paragraph, and other subordinate questions to the subordinate details of the paragraph,--the transition from the questions to the topical outline may be readily made. Simultaneously with this will go the transition in recitation from the question-and-answer type to the topical type; and when you have trained a class into the habit of topical recitation,--when each pupil can talk right through a topic (not around it or underneath it or above it) without the use of "pumping" questions by the teacher,--you have gone a long way toward developing the art of study. The transfer of this training, however, is quite another matter. There are pupils who can work up excellent topical recitations from their school text-books but who are utterly at sea in getting a grasp on a subject treated in other books. Here again the problem lies in getting the pupil to see the method apart from its content, and to show him that it really brings results that are worth while. If, in our training in the topical method, we are too formal and didactic, the art of study will begin and end right there. It is here that the factor of motivation is of supreme importance. When real problems are raised which require for their solution intelligent reading, the general worth of the method of study can be clearly shown. I do not go so far as to say that the pupil should never be required to study unless he has a real problem that he wishes to solve. In fact, I think that we still have a large place for the formal, systematic mastery of texts by every pupil in our schools. I do contend, however, that the frequent introduction of real problems will give us an opportunity to show the pupil that the method that he has utilized in his more formal school work is adequate and essential to do the thing that appeals to him as worth while. Only in this way, I believe, can we insure that transfer of training which is the important factor from our present standpoint. And I ought also to say, parenthetically, that we should not interpret too narrowly this word "motivation."
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