Children should be taught to ask questions which bear directly on the point they wish to know. If they in working out some problem are dependent on getting some information from the janitor, or the postman, or a mason, they must be able to ask questions which will bring them what they want to know. Much practice in framing questions, having them criticized, having them answered just as they are asked, is necessary. Children should be aware of the question as a tool in their study and therefore they must know how to handle it. In connection with this second type of material, the problem of the best source of information will arise. Children must then be made conscious of the relative values of various persons as sources of a particular piece of information. Training in choice of the source of information is very important both when that source is people and also when it is books. Teaching children to use books in their study is one of the big tasks of the teacher. They must learn that books are written in answer to questions. In order to thoroughly understand a book, students must seek to frame the questions which it answers. They must also know how to use books to answer their own questions. This means they must know how to turn from part to part, gleaning here or there what they need. It means training in the ability to skim, omitting unessentials and picking out essentials. It means the ability to recognize major points, minor points, and illustrative material. Children must be taught to use the table of contents, the index, and paragraph headings. They must, in their search for fuller information or criticism, be able to interpret different authors, use different language, and attack from different angles, even when treating the same object. Children must in their studying be taught to use books as a means to an end--not an infallible means, but one which needs continual criticism, modification, and amplification.