8o8 POPULAR SCIENCE MONTHLY, 



ference is radical and momentous for true education. In ques- 

 tioning lies the germ of original research ; all inventions, dis- 

 coveries, and progress have come out of it. Only the questioner 

 becomes a discoverer. And since it is obvious — often disagreea- 

 bly so out of school — that the questioning, investigating habit is 

 the child's most marked characteristic, and the most direct mani- 

 festation of a constitutional current of mental action that can not 

 be repressed long any way, and seldom without danger, it seems 

 inexcusable that any educational agency worthy of the name 

 should fail to develop so important a habit by every means pos- 

 sible. Its careful cultivation would be sure to result in such a 

 success in original research as schools have never yet won. 



Prof. C. S. Minot says, " To train men to originality in every 

 field of production is the proper function of a true university." 

 Prof. N. S. Shaler made essentially the same statement in the 

 Atlantic Monthly. It is not likely that originality will be called 

 out easily in the university when all through the primary, sec- 

 ondary, and collegiate education, fifteen years or more, it has 

 been permitted to lie dormant. Men do not begin to train trees 

 and vines of mature growth. If originality is to be brought to 

 full fruition in life, its obvious beginnings as seen in children's 

 questions and curiosity must be cherished most carefully, not 

 only in the university, but in every school that leads to the uni- 

 versity. Originality, like playing the violin, must be encouraged 

 early, if proper development is to be attained. 



Children like better to work or play in company with one an- 

 other than with adults ; and when so working or playing they do 

 not lack for questions and answers. At their parties they play 

 various mental games with much zest. There is no satisfactory 

 reason why this play faculty should not be brought into the 

 schoolroom everywhere as it has been in a few places, by means 

 of pupils' questioning guided by the teacher. 



Their questioning has been found especially valuable in all 

 review work, in history, geography, language work, civil govern- 

 ment, physics, mineralogy, botany, and mental arithmetic. In 

 the last four studies the questions are nearly always new and 

 im'prova'piu. 



In this work they find the required variety in questions and 

 voices, they measure their strength with one another, their wit and 

 fancy find expression in amusing and unexpected turns, and their 

 diligent attention and mental alertness are constant. The free- 

 dom, pleasure, and exhilaration that are essential elements of the 

 work lead pupils to do their best. Their exuberant spirits, energy, 

 individuality, and originality find proper outlets, and, in conse- 

 quence, their tempers are improved. They have time to frame 

 and answer questions based on their own data, and a place for 



