with one eighth-year class in which not only all this is done, but the
children frequently determine their own lesson assignments, reporting
in class what home work was attempted the previous evening and how it
was done. These reports are then subjected to general criticism and
suggestion. If such practices become successfully established in the
elementary school, they will have to be adopted higher up, for very
shame if for no other reason.

_4. Past experience as the principal source of new ideas.
(1) Illustrations._

Socrates was one of the most fertile thinkers that ever lived; yet he
scarcely traveled beyond the walls of Athens, and was accused of
always talking about the most commonplace objects, such as "brass
founders and leather cutters and skin dressers." He clearly
illustrates the fact that fertility of thought bears little relation
to one's quantity of learning, but depends rather upon the use made of
such very simple raw material as any ordinary person possesses.

_The Children's Hour_ as discussed on pages 69-70 show how one's
past may be used in the production of thought. The poem tells of an
hour set aside by the family for play. The fact that we know this to
be a very rare thing prompts the questions, "Was it customary in this
family, or did it happen only once?" The fact that many fathers would
be bored by such an hour suggests the query, "Did this father really
enjoy it?" The fact that the custom is so uncommon raises the further
inquiry, "Was there any special merit among these children that led to
it?" Also, "Why is the custom not more common?" And, since some one
must take the lead in establishing such an hour, the query follows,
"Can children themselves accomplish anything in this direction?"