may be obtained. Improvement in method means improvement in efficiency, and a crying need in education to-day is a scientific investigation of methods of teaching. Teachers should be made acquai

d class of discussions there are very few representative examples. I refer to methods that have been established on the basis of experiments in which irrelevant factors have been eliminated. In fact, I know of no clearly defined report or discussion of this sort. An approach to a scientific solution of a definite problem of method is to be found in Browne's monograph, The Psychology of Simple Arithmetical Processes. Another example is represented by the experiments of Miss Steffens, Marx Lobsien, and others, regarding the best methods of memorizing, and proving beyond much doubt that the complete repetition is more economical than th