=Auxiliary Lessons.=--It is evident, however, that there may be lessons in which this direct attempt to have the pupils build up some wholly new experience through a regularly controlled learning process, will not appear as the chief purpose of the lesson. In the previous consideration of the deductive lesson, it was pointed out that this type may be used to give a further mastery of general rules previously learned, rather than a knowledge of particular examples. Such would be the case in an ordinary parsing and analysis lesson in grammar. Here the primary purpose is, evidently, not to give the pupils a grammatical knowledge of the particular words and sentences which are being parsed and analysed, but rather to give them better control of certain general rules of language which they have partially mastered in previous lessons. So also a lesson in writing may seek, not to teach the form of some new letter, but to give skill in writing a letter form which the pupils have already learned. In an exercise in addition of fractions, also, the aim is not so much to have the pupil know these particular questions, as to have him gain a more complete control of the previously learned rule. In other lessons the pupils may be left to secure new knowledge largely for themselves, and the recitation be devoted to testing whether they have been able to accomplish this successfully. In still other lessons the teacher may merely outline a certain topic or certain topics, preparatory to such independent study by the pupils. The following outlines will explain and exemplify these auxiliary lesson types. THE STUDY LESSON =Purpose of Study Lesson.=--The purpose of the Study Lesson is the mastery by the pupils of a stated portion of the text-book. Ultimately, however it is the cultivation of the power of gleaning information from the printed page, of selecting essential features, and of arranging these in their proper relationships. The main difficulty in connection with the study lesson is the adaptation of the matter to the interests of the pupils. This difficulty is sometimes due to their inability to interpret the language of the book, and to the difficulty of their distinguishing the salient features from the non-essential. The trouble in this regard is accentuated when they approach the lesson with an inadequate preparation of mind. The study lesson falls naturally into two parts, the assignment and the seat work.