=B. Organizes the Lesson Facts.=--The adequate recognition of the lesson problem is valuable in helping the pupil to organize his knowledge. If you take a friend for a walk along the streets of a strange city engaging him in interesting conversation by the way, and if, when you have reached a distant point, you tell him that he must find his way back alone, he will probably be unable to do so without assistance. But if you tell him at the outset what you are going to do, he will note carefully the streets traversed, the corners turned, the directions taken, and will likely find his way back easily. This is because he had a clearly defined problem before him. The conditions are much the same in a lesson. When the pupil starts out with no definite problem and is led along blindly to some unknown goal, he will be unable to retrace his route; that is, he will be unable to reproduce the matter over which he has been taken. But with a clearly defined problem he will be able to note the order of the steps of the lesson, their relation to one another and to the problem, and when the lesson is over he will be able to go over the same course again. The facts of the lesson will have become organized in his mind. HOW TO SET LESSON PROBLEM =Precautions.=--If the teacher expects his pupils to become interested in a problem by immediately recognizing a connection between it and their previous knowledge, he must avoid placing the problem before them in a form in which they cannot readily apprehend this connection. The teacher who announced at the beginning of the grammar lesson, "To-day we are going to learn about Mood in verbs" started the problem in a form that was meaningless to the class. The simplest method in such a lesson would be to draw attention to examples in sentences of verbs showing this change and then say to the class, "Let us discover why these verbs are changed." Similarly, to propose as the problem of the history lesson "the development of parliamentary government during the Stuart period" would be to use terms too difficult for the class to interpret. It would be better to say: "We are going to find out how the Stuart kings were forced by Parliament to give up control of certain things." Instead of saying, "We shall study in this lesson the municipal government of Ontario," it would be much better to proceed in some such way as the following: "A few days ago your father paid his taxes for the year. Now we are going to learn by whom, and for what purposes, these taxes are spent." Similarly, "Let us find out all we can about the cat," would be inferior to, "Of what use to the cat are his sharp claws, padded feet, and rough tongue?"