METHODS OF TEACHING POLITICAL ECONOMY. 33 



of the principles and a provocation to apply them to practical things 

 as he reads. Then he comes to the class-room as intelligently familiar 

 with the principles as his reading can make him. Now comes the 

 work of the instructor. At first it is surprising how easy it is to 

 show even to the best men a gap in their knowledge, or a misunder- 

 standing of the principle. Present an illustration different from that 

 of the book, and ask them to explain the situation. The necessity of 

 seeing the essential point in the facts, and the attempt to describe the 

 operation of the principle, will effectually rout the man who has merely 

 memorized the book, and teach him to think out the matter more thor- 

 oughly for himself in the future. The teacher, also, will try to find 

 out the accidental obstacles which in a young mind obstruct the un- 

 derstanding of the point in question. Let the pupil be asked to state 

 the matter, and let the teacher note the imperfections. Now he can 

 stimulate another student by questioning him as to one of these imper- 

 fections. If a clear correction is not obtained from a member of the 

 class, let the instructor apply the Socratic method. At first ask a 

 question which the learner readily understands, and then lead him 

 naturally and gradually by logical steps up to the point wherein he 

 had failed of understanding. He will then see his own difficulty, and 

 at the same time he has had a little robust exercise for his mind. If 

 this is carried on before his fellows, it will the better cultivate cool- 

 ness and self-control before an audience. 



3. Above all, the hour should not be wasted in simply rehearsing 

 what has been read in the book. The student should go away from 

 the class-room feeling that he has received some new idea, or some 

 interesting fact which illustrates his subject. The work of the class- 

 room should be cumulative in its effect as compared with the fruits of 

 text-book reading. The teacher should in every way stimulate ques- 

 tions from members of his class, and urge the statement by them, 

 either orally or in writing, of their doubts and difficulties. If there 

 is some timidity in presenting a weakness in the presence of a class, 

 ask some more manly person of the number, and the timid student will 

 soon see that others are not much better off than he. In fact, all will 

 have difficulties in understanding, or in interpreting principles, some 

 trivial, some serious ; and the pupil will become discouraged unless 

 these are removed. When each one sees that others are also hindered 

 by obstacles, there will be a greater freedom in asking questions. 

 Moreover, in order to keep up a steady and regular training, which 

 will produce the best disciplinary results, let the questions of the in- 

 structor every day run backward in review, and especially aim to 

 bring out the connection of one part of the subject with another. It 

 will be very effective if done just about the time that the past work is 

 growing a little dim before the presence of newer ideas. In no sub- 

 ject, perhaps, more than in political economy, is it necessary to know 

 the preliminary stages in order to understand the later work ; so that 



VOL. XXVII. 3 



