io4 
Frederic E. Clements 
particular effort to the process that lags. At the outset it is necessary 
to determine the performance of each student in each process, and 
this is used as the basis for measuring the progress during the course. 
In conclusion it may be desirable to summarise the functions of 
the teacher as worked out in actual experience with the process- 
inquiry system. He guides the student from the first day to do his 
own planning, observing, experimenting, thinking, and applying, in 
the fullest appreciation of the student’s interest in life rather than 
in the dead and often ‘‘pickled” end-results of it. He is a sympa¬ 
thetic and enthusiastic companion in learning, but he does not 
destroy the student’s initiative and responsibility by answering 
questions or doing anything else that the student can do for himself. 
He recognises that learning is life, and that the student must be 
allowed to make and correct his own blunders, since he learns most 
certainly and permanently in this way. He realises that the growing 
ability to plan, observe, experiment, reason, and apply results is 
the only real test of progress, and he refuses to regard the usual 
classification of students on the basis of set examinations as either 
fundamental or final. Finally, he is convinced that teaching is as 
much a subject for experiment and measurement as any science, 
and that the teacher must be an ardent inquirer as well as the 
student. 
Carnegie Institution of Washington, 
Tucson, Arizona. 
