conclusions or summaries from time to time as a measure of the progress they had made? (ƒ) to check and verify their tentative conclusions by seeing if they "worked" in other cases or by referring to standard authorities? 4. If the instruction was devoted primarily to the acquisition of certain abstract and general meanings: (a) Were familiar examples studied in sufficient detail to provide an adequate basis of real experience? (b) Were the students given sufficient opportunity to investigate, examine, and analyze? (c) Was the definition or generalization obtained through persistent generalizing and formulating by the students?

E. Enjoyment. If the process was primarily one of acquiring habits of enjoyment (for example, in music, literature, contemplation of graphic and plastic art and natural scenery, participation in sports and games): 1. Was the enjoyment primarily of the contemplative or of the active and " participative" type? 2. Was it based on the relatively common, primitive reactions to rhythm, color, story, melody, etc. or on the rarer reactions to the technique of the artist or expert? 3. Did the students really "have a good time"? 4. Did the teacher tend to use the same method as would be used in studying "intellectual" lessons, as in geography, law, psychology, mathematics, etc.?

F. Expression. If the process was primarily training in expression (for example, oral and written composition, dramatization, drawing): 1. Did it emphasize most the content side (that is, what the pupil had to communicate) or the form side (for example, linguistic forms)? 2. Was a real audience situation created, that is, the pupil with something to communicate and an audience to which it would be significant? 3. Was the content selected from the broader fields of human experience or from the narrower field of literary expression and other phases of artistic expression? 4. Was the emphasis placed on giving pupils command of expressional tools for everyday purposes or for artistic and technical purposes? 1. Was there appre

VI. Incentives, motives, interest, attention. ciation by the teacher of the economy in learning that comes from spontaneous interest on the part of the pupils? 2. If the pupils were inattentive, what was the explanation? 3. If interested, was the interest which was secured due to (a) the subject matter itself, (b) the teacher's personality, (c) tricks or devices in method (for example,

sugar-coating)? 4. Upon what instincts did the attention depend (fear of physical pain, fear of social disapproval or desire for approval, emulation, curiosity, play, physical activity, manipulation, communication, coöperation)? 5. What interests were manifested which are especially characteristic of pupils of the age observed ? 6. Were the children attentive because they had been taught the habit of being attentive as a duty?

VII. Provision for individual differences. 1. What obvious evidence was there of differences in mental capacity? 2. Any evidence of fast pupils marking time or slow pupils being dragged along? 3. Any provision to vary the pace, intensity, or quality of the work to provide for individual differences-for example, (a) fast pupils excused from participating in the recitation and given special seat work; (b) special contributions by faster pupils; (c) class subdivided into groups proceeding at different rates or given different work; (d) special instruction for slow pupils?

VIII. Organization of the studying. I. Was care taken in making the assignment of the lesson to be studied? 2. Did it provide definite problems so that the pupils understood exactly what they were expected to do? 3. Any special attempt to arouse interest in the assigned work? 4. Any anticipation of difficulties by the teacher? 5. Any preliminary treatment by lecture or conversation? 6. Any supervised study? How much? How organized?

IX. Lecturing. 1. Did the teacher contribute anything by lecturing? 2. How much? 3. Formal or informal? 4. Was it necessary? 5. Was it justified? 6. Did the pupils take notes?

X. Material from books. 1. Were textbooks used? one or several? 2. What was the character of the recitation? (a) repetition of the text? (b) explanation of difficulties? (c) interpretation? (d) amplification or supplementing? (e) criticizing? 3. Were reference books used? (a) as a primary source of information? (b) for training in library work? 4. Was there an economical system of assignments for reference work (syllabus, mimeographed outlines, exact page references)? 5. Was there an economical system of getting at references (duplicate copies, reserve shelves, skilled attendants)? 6. Were notebooks on readings required and used so as to economize time of pupils and teachers? 7. Were bibliographies prepared by pupils? 8. (a) Did pupils make contributions

from individual reading? (b) Were these so organized as to give training in continuous oral expression ?

XI. Laboratory work. 1. Was it primarily a process of discovery or a process of illustrating something already studied? 2. Did the interest center in the process of manipulation or in the scientific principle involved? 3. Did the pupils understand the principle involved? 4. (a) Was it demonstration work by the teacher or individual work by pupils? (b) Compare the economy in the former with the training secured in the latter, and decide which method would be better in the case observed. 5. (a) What sort of manual and notebooks were used? (b) Discuss their value.

XII. Conversational methods (sometimes vaguely called" development" methods). The term refers here to lessons in which material is recalled from past experience through a process of mutual give and take by pupils and teacher. 1. Would a lecture or textbook or reference treatment of the topic have been better? 2. Why was the conversational treatment used? 3. Was it economical? 4. Did it sufficiently enrich the experience of the children? 5. Did it tend to wander from the topic?

XIII. Questioning. — 1. (a) Did the class exercise call for rapidfire questioning or slow, thoughtful questioning? (b) Was the pace adapted to the thought movement required? 2. Did it seem that the teacher had carefully prepared the main central questions? 3. Did the questions elicit a thoughtful response from the members of the class? 4. Did all pupils feel responsible for every question? 5. Were the questions fairly distributed so that many pupils were called on? 6. Was the teacher skilled in tactful commendation or reproval which was adapted to each pupil's needs? 7. Did he make the recitation a place for group thought or did he waste time in pursuing or helping individuals?

XIV. Testing results. 1. Was there evidence that the pupils were held strictly responsible for outside preparation? 2. Was the testing of their preparation set apart or mixed in with the other phases of the recitation? 3. Were students kept informed of how they were succeeding or failing? 4. Did the teacher simply test whether they had learned their lessons or did he test also their ability to interpret and apply?

SAMPLE DIRECTIONS FOR FIVE REPORTS

The following directions suggest the way in which an instructor may organize a specific number of observations based on the above outline.

I. General directions. · In addition to the specific directions for the several reports given below, each report should contain the following items: 1. (a) subject and topic observed, (b) place, (c) grade, (d) day and hour, (e) name of teacher. 2. Your general impressions of the skill shown by the teacher observed. 3. A brief comparison of the teaching observed with the way you were taught the same subject. 4. Any new helpful ideas of method which you derived from the observation.

II. Specific directions for the several reports. In addition to the general directions noted above, follow the special directions for each report given below.

Report No. 1. Answer the questions in paragraphs I, II, and III on page 516 and in one of the paragraphs A, B, C, D, E, or F on pages 516-518.

Report No. 2. Answer the questions in one of the paragraphs A, B, C, D, E, or F on pages 516-518, and also answer the questions in paragraph VI on pages 518-519.

Report No. 3. Answer the questions in paragraph VII and also in one of the following paragraphs on pages 519-520— VIII, X, XI, or XII.

Report No. 4. Give an account of the whole lesson arranged as a lesson plan according to the directions given on pages 484487. For this purpose, be sure to see a lesson that contains considerable subject matter and questioning.

Also answer the questions in paragraph XIII on page 520. Report No. 5. Follow the same directions as for report No. 4. III. Order of reports. - These reports need not be submitted in the above order, although this order is usually advisable.

IV. Style of report. In answering the questions in the paragraphs referred to, write to the general point of each paragraph `and in such a way as to cover the detailed questions, but do not try to write a separate answer for each question or item in the

paragraph. In other words, write a unified paragraph containing many points. Give concrete evidence for most points.

Use theme paper. Fold lengthwise and put your name and the number of the report on the outside.

BIBLIOGRAPHICAL NOTES

Observation of children. 1. KIRKPATRICK, E. A. Fundamentals of Child Study. (The Macmillan Company, 1903.) P. 358.

2. WARNER, F. The Study of Children. (The Macmillan Company, 1897.) P. 99.

Observation of teaching.

3. BAGLEY, W. C. Classroom Manage

ment. (The Macmillan Company, 1907.) Pp. 275–278.

4. WHIPPLE, G. M. Guide to High School Observation. (C. W. Bardeen, 1908.)