sion and proportion; physical and mental response together receive systematic and regular exercise, and closer and more rapid cooperation is brought about between mental conception and physical application. The cultivation of the aural sense is especially desirable in the epileptic, singing and harmonious sound being a great help to him. It is rare to find him a difficult subject where music is concerned. We aim at his aural development through the emotional effects of musical sound and the cultivation of a degree of musical appreciation. By making an important point of the effects of sound and their relationship to verbal phrase it is possible to create links between the music lessons and the cultivation of speech and audible reading. The children love singing, and regular weekly concerts are arranged during the winter, in which they themselves contribute a good share of the entertainment. The question of organized games and the cultivation of the play spirit must not be overlooked. A teacher gains so much valuable information concerning his scholars in playground or playing-field, and with children of such changeable temperaments as epileptics the healthy discipline of the playing-field is very essential, especially where they are to be dealt with in large numbers. At Lingfield we have been particularly successful with our children at play; cricket, football and hockey clubs gaining quite a large proportion of success in matches with normal schools in the neighborhood, and during these contests the absence of fits has been one of the most noticeable features. The Motor Sense has already been mentioned, and this, in its relationship to controlled industrial activity, should, for our epileptic pupil, be cultivated with the greatest care. The sense of creation and the development of sustained physical application is often a corrective, acting as a balance to peculiar mental activities, and dealt with on intelligent lines it can easily link itself up with the controlling ideas of our out-doors curriculum. I have already touched upon the importance of training to correct observation; of strengthening the visual memory, and of obtaining from the pupils pictorial proofs in color. Now, we proceed to deal with the same subjects from the point of view of hand-skill. The child carries his picture into relief in clay or other medium, and afterwards, in the manual room, it becomes his idea for wood-carving. The child's visual expression is further used for exercise in conventionalisation, and so into elementary design as a pattern for his carving chisel or fret-saw. The child soon begins to realize that the creation is his own, and we obtain that very close interest and desire to excel that we wished for-a mind interested and occupied very necessary to the epileptic. The visual expression of the girls is similarly carried into industrial activity through flowermaking, into art needlework and, in the junior grades, the principles of applique answer a similar purpose, associating with paper cutting and folding, and giving exercise at the same time in color. The months of winter, when the school building is chiefly used, give us greater scope for carrying out these practical expressions of the observation training, and it is at such times that other educational handwork, such as wicker-work, bent iron, and repoussé-all of which act directly upon the sense of form-give variety to the work and enlarge the scope of hand-training. In the culture of physical action and development, apart from rhythmic drill, the Board of Education's syllabus provides us with our scheme. From the purely training point of view, all that need be mentioned is that the importance laid upon correct breathing and breathing exercises needs still further emphasis when applying the syllabus to the epileptic child; that the abdominal exercises are also highly important, and that special attention should be paid to correct deportment, a great tendency towards stooping or slouching existing in many epileptic children. In the epileptic we have a nervous system which is generally, to a more or less extent, disordered, and environment should count largely in any plan for improving their sad lot. The rhythm and quiet of a rural life is considered to be the best possible one for them, and the colony idea of treatment, such as exists at Lingfield, has met with such a large measure of success that authorities who in the immediate future will be making arrangements to carry out the provisions of the Education Act in respect to this difficult class of children, would do well to give this idea their careful consideration. The Problem Method Applied to Geography W. T. WEISEND, SUPERVISING PRINCIPAL, BOISE, IDAHO. T HE following Seventh Grade geography class period BELGIUM. 1. Number and character of people. 2. Agriculture. 3. Mining. Why is Belgium the most densely populated country on the earth? Compare agriculture in Belgium with that in the United States. Why was Germany so desirous of securing possession of Belgium? Write a thought question. Summary. Reference: Carpenter, pp. 125-133. The basic facts of the three topics in the assignment were thoroughly covered by the teacher's blackboard problems, and, with a few additional questions asked by the teacher during the class period and several questions by pupils, occupied the time of the class period. Following are the supplementary questions asked by the teacher: 1. Do you think that Belgium will recover rapidly from the effects of the Great War? Why? 2. Compare the government of Belgium with ours. 3. Why has Belgium been a battlefield for the larger powers of Europe? 4. How do certain events of the Great War help us to understand the character of the Belgian people? 5. Will King Albert and Cardinal Mercier exert a permanent influence on the character of the Belgian people? Why? This lesson was planned on the assumption that a geography lesson, to be of real value, must be based on thought-stimulating problems relating directly to the topics in the lesson. Instead of reciting on the three topics as listed in the assignment, the pupils discussed and debated the blackboard problems and others asked by the teacher and pupils. These problems emphasized and organized the salient facts of the lesson. The aim of the lesson was a straight, accurate thinking and the acquisition of the important facts. The memory work was of the highest type, as it was motivated by problems that challenged the interest of the pupils and was based on thought. Some of the questions asked by the pupils follow: 1. Why is it that although Belgium is only one-sixteenth the size of France it has one-fifth the population and as much manufacturing? 2. army? What would be the results if Belgium didn't keep a small 3. Give one reason why Belgium has so much mining. 4. Why did England years ago want to get some people from Belgium? 5. How does Belgium compare with Holland? 6. Compare the surface of Holland and Belgium. 7. How is it that the Belgians keep their land so fertile? 8. Do the Belgians export any minerals? If so, what? 9. Does Belgium export any agricultural products? Why? 10. Does Belgium produce more on an acre than any other part of Europe? Why? 11. Why did we think it was wonderful on the part of Belgium to keep back the Germans in the World War? 12. Why do Belgian methods of farming form such a striking contrast to those of the United States? 13. What is the cause of the fine roads in Belgium? The pupils were requested to bring pictures to illustrate the lesson, which increased their interest in the class period and consequently accentuated the importance of the subject matter; pic tures are a valuable aid to memory. One of the pupils spoke briefly on the significance of each picture, including those of King Albert, Cardinal Mercier, and others. At one time during the discussion, two of the pupils differed on a fact in the text-book; instead of wasting two or three minutes arguing an undebatable question and finally having the teacher settle it, one of the pupils without delay asked the other to settle the question by consulting the book. This procedure obviates interruption of the problem under discussion. This class period was characterized by entire freedom from irrelevant questions and wandering from the topic under consideration, as the previous training of the class in selecting basic ideas and organizing them precluded this common and fatal defect of the so-called "socialized recitation." Incidentally the class period was socialized because the pupils always faced the majority of the class and talked directly to one another. They assumed the responsibilities thrown on them with remarkable success. Skillful, efficient teacher leadership is a pre-requisite in using the problem method of teaching effectively. In general, the teacher must provide the basic questions; however, this does not mean that she will monopolize the time of the class period. In this lesson the pupil activity was almost 90 per cent. Effective training in the use of the English language is a very valuable advantage of this method of instruction. Keenness in detecting and correcting oral language mistakes is cultivated with marked success. Cultivation of poise and self-confidence was conspicuous. Maps were used freely and the pronunciation of a certain word was firmly fixed when one pupil asked another to refer to the dictionary. Near the close of the class period the teacher asked this question: "What is most worth remembering in this lesson? Limit your answer to a single sentence for each blackboard problem." Some of the replies follow: Belgium is the most densely populated country in the world because they have good mining, manufacturing, agriculture, and |