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School Department Conducted by M. E. G. An exact science of education is made like any other science. An accumulation of the results of visual in- struction, as it is being practiced by successful teachers, forms a valuable collection of data from which to draw conclusions and state principles. The Discipline Problem VI ANV a teacher may shrink from a venture into those realms of visual instruction which involve projector—whether for the projection f opaque objects, the slide, or the film— nd the necessity for a partly, or entirely, arkened room. He realizes the darkened urroundings serve to focus attention on he illuminated screen, but at the same me he is also aware that under cover f darkness, much inattention to the mat- er in hand, and covert attention to dis- ractions, may hinder the achievement of laximum results. Much of the possibility for success or ailure of the screen lesson lies in the iewpoint of the teacher. A class is quick o detect his attitude toward the stereop- icon or film lessons. Is it a matter of ■ntertainment, a pleasant way to spend he class hour, diverting, even if not ■timulating? Or does the teacher regard t as he does a text book, an object les- on, or a laboratory exercise—a means >f gathering information which may be tpplied to the solution of a problem? It leed scarcely be said that the latter view- >oint is the only one that deserves the erm "educational." The class which enters the projection •oom keenly alive to the problem to be worked out, knowing that they are ex- pected to look for something in particu- ar, is an attentive class. It might almost )e stated as a law—so few are the possi- ble exceptions to it—that visual impres- sions cannot be expected to contribute to the thinking processes of a child unless he is prepared for what he is to see. An illustration from practice will serve to show the operation of the rule. An eighth grade class in Elementary Eco- nomic Geography is studying the Eastern States. Among the valuable natural re- sources of that section of the United States is coal. The maximum time the schedule will allow for that subject is three forty-five minute periods. On the first day the time was divided into two parts. During the first twenty minutes, a general class discussion brought out problems like these: 1. Why do we study coal in connec- tion with this group of states, when it is quite generally dis- tributed? 2. Where are the coal fields of the United States? 3. How does coal occur? 4. Methods of coal mining. 5. Conditions under which the min- ers work. 6. Precautions taken for the safety of miners in the coal fields. 7. What has to be done with coal after it is brought to the sur- face, to prepare it for ship- ment? The subject will readily suggest others of a similar nature. A text reference was given as part preparation for the solution of the prob- 19