"Hence the first phase in every brief narrative ought to serve to indicate the theme. "_Method_. The teacher should write the theme on the blackboard, and invite the pupils to think of (not to say) a possible consequence of the fact indicated in the theme. The teacher must let it be understood that the pupils are to work independently, without the help of suggestion. Let us see: "_Luisa threw a piece of wool into the fire_ (theme). Think of a possible consequence, say what happened in consequence. "_The wool caused a bad smell_. Very good. You repeat the narrative: "_Luisa threw a piece of wool into the fire. The wool caused a bad smell_. Can any one add another little thought, another possible consequence? "_The teacher reproved Luisa. A pupil opened the window_. The teacher repeats the exercise using the themes A. B. C. and causing the result arrived at with the collaboration of the scholars to be written in their copy-books. "A theme may be proposed and the pupils may be left free to develop it without any further explanations. Theme A.--_Luisa threw a piece of wool into the fire_. (The wool caused a bad smell. The teacher reproved Luisa. A companion opened the window to allow the bad odor to escape.) Theme B.--_Ernesto upset the ink on the floor_. (The floor was stained. The teacher reproved the child. Ernesto promised to be more careful.) Theme C.--_Elisa read the story well_. (The teacher praised her and gave her a good mark. Elisa was very much pleased.) Theme D.--_Mario made a blot on his copy-book_. (The teacher did not correct his exercise; she scolded him. The boy went home crying.) "After all this collective practise the teacher gives a free theme such as the following: 'Maria knew her lesson well.' In developing it, the children are expected to follow the above examples: that is to say, they are to indicate in two sentences the logical effects of such a cause (the teacher gave her ten marks and praised her; then she told her to persevere in her industry)." * * * * * Sometimes the teaching has a psychological purport rather than a logical one. In such a case the "little thoughts" are not linked together as cause and effect, but by the display of psychical activities in three spheres: "knowing, feeling, and willing." Examples: Amelia made me smell some ammonia (fact perceived).-- What a horrible smell! (sentiment).--I will not smell it again (volition). Gigi pulled my hair (fact perceived).--It hurt me (sentiment). I pulled my companion's hand away quickly (volition) (_I Diritti della Scuola_, Year xiv, No. 16, p. 232).