1 66 METHODS IN TEACHING 



logically, systematically, and neatly, valuable power is being 

 gained. Certainly, concentration is being developed. Ex- 

 tremes in this mental discipline are avoided, for ability to 

 reason out a puzzle does not always imply that the power 

 gained can be applied in other directions. 



The problems and general treatment of insurance as given 

 in our textbook having been pronounced obsolete and im- 

 practical by a half dozen of our local in- 

 Insurance 



surance agents, the teacher has made a 



study of modern methods and presents the subject as busi- 

 ness is actually transacted in the offices. One of our local 

 agents kindly favored us with a talk on insurance methods, 

 which proved very instructive. From him we obtained a 

 rate book and insurance maps of the city. The superin- 

 tendent of streets loaned us his rubber stamp of a city 

 block. Every pupil was given a diagram of a block, upon 

 which, after locating the lot where he lived, he made a dia- 

 gram of his own home and of other buildings if there were 

 any. From the rate book was obtained the rating of the 

 property, after which finding the premium was an easy 

 matter. 



In considering insurance such questions as these are 

 asked: Why is A's house (which is isolated) rated so much 

 lower than B's (which is crowded among other houses) ? 

 Why are brick buildings rated lower than frame buildings? 

 The pupils are asked what rates they would think livery 

 stables, planing mills, paint factories, would have to pay. 

 In most cases the answers are readily given. Pupils who 

 live in the country discover that their rates are higher than 

 those of many living in the city, and they are eager to 

 know why. The fact that Chinatown has a high rate af- 



