about taking and preserving notes. In high school and college further
systematic instruction would be needed on the finding of articles and
books treating of certain topics, on the keeping of notes, possibly to
the extent of establishing a card catalogue for them, and on the
general use of a library. Some attention to methods of study would be
in place, therefore, even in college.

On the whole, the content of the regular school period would be
considerably modified. Study periods, both supervised and independent,
devoted either to method of study or to subject-matter, would be far
more common; and, while the reproduction of facts would still be
necessary, it need not be the dominant feature of the school; for
improved methods of study, or better thinking, would render much of
the mere testing of the presence of facts, such as we now have,
superfluous. Study periods, or, preferably, thinking periods, as the
name in the regular school program, would then be recognized as more
fitting than recitation; the latter is a belittling name.

_3. Modifying the method of the recitation._

Finally, in order that initiative, good judgment, and even skill, may
be acquired in applying the principles of study, young people must do
a much larger part of the work in class than has been customary.
President Millis's statements are again eminently sound, when he
declares: "It is what the pupil can do, not what the teacher can do,
that counts. He may be fascinated by the brilliant performances of his
teacher, he may be pulled and pushed about under a skillful cross-
examination, he may manipulate apparatus, he may see the wheels go
round and round, and come out of it all with little actual gain of
power to do things for himself or for others. There is more than a