THE METHOD 

 AND THE REASON FOR IT. 



As pupils advance 

 toward maturity they 

 are not satisfied with 

 such facts and obvi- 

 ous relations as have 

 been the delight of their child- 

 hood. Their minds crave some- 

 thing that lies beyond the world 

 of sense. Reflective energies be- 

 gin to assert themselves, forming 

 a balance for the perceptives. 

 The when, the where, and the 

 how no longer engross the atten- 

 tion, and the why comes into 

 prominence. Observation and 

 experiment have brought into 

 life mental desires which extend 

 beyond individual experience, and which find their satis- 

 faction only in the accumulated experiences of the race. 



To furnish a solid basis for thought, pupils just enter- 

 ing this reflective age still need the facts which observa- 

 tion gives. To satisfy the cravings of their new-born en- 



