tion that appeals to him, that he is anxious to solve. 

 This should find its origin in the present needs and 

 interests of the child; that is, it should be a child's 

 and not an adult's problem. It should be very def- 

 inite and specific and so stated as to involve only 

 one leading thought. It should be something the 

 solution of which is evidently worth while. This 

 problem will serve, not only as a stimulus to the 

 child, but also as a guide to both child and teacher 

 to determine what particular phases of the topic 

 shall be considered. Hence it is evident that the first 

 step is to get the problem clearly before the chil- 

 dren so that they may understand the purpose of 

 the lesson. In order to interest the children in the 

 problem, it should be led up to by questioning them 

 about things they already know concerning some 

 topic closely related to the problem. The problem 

 should be the central thought of the lesson around 

 which the points to be taught may be grouped. 



In the outline given on the following pages, ques- 

 tions are suggested which may serve as problems for 

 the topic under consideration. 



Development. The development should be based 

 on the problem. The purpose of this is to solve the 

 problem, and only those points should be included 

 which are necessary for this solution. All other 

 points should be omitted. On the other hand, 

 enough points should be included to answer the 

 problem satisfactorily. The problem will be the 



