planting is necessary for the best growth of some plants. But it is fatal to be forever digging up either experiences or plants to see how they are getting along. Constraint, self-consciousness, embarrassment, are the consequence of too much conscious refurbishing of familiar experiences.
Statement of aim of lesson Strict Herbartians generally lay it down that statement—by the teacher—of the aim of a lesson is an indispensable part of preparation. This preliminary statement of the aim of the lesson hardly seems more intellectual in character, however, than tapping a bell or giving any other signal for attention and transfer of thoughts from diverting subjects. To the teacher the statement of an end is significant, because he has already been at the end; from a pupil's standpoint the statement of what he is going to learn is something of an Irish bull. If the statement of the aim is taken too seriously by the instructor, as meaning more than a signal to attention, its probable result is forestalling the pupil's own reaction, relieving him of the responsibility of developing a problem and thus arresting his mental initiative.
How much the teacher should tell or show It is unnecessary to discuss at length presentation as a factor in the recitation, because our last chapter covered the topic under the captions of observation and communication. The function of presentation is to supply materials that force home the nature of a problem and furnish suggestions for dealing with it. The practical problem of the teacher is to preserve a balance between so little showing and telling as to fail to stimulate reflection and so much as to choke thought. Provided the student is genuinely engaged upon a topic, and provided the teacher is willing to give the student a good deal of leeway as to what he assimilates and retains (not requiring rigidly that everything be grasped or repro-
