The topic of our type-lesson having been selected, the mode of presentation next demands the teacher’s attention. We must keep clearly in mind that our purpose is the development of a type-idea, a regulating concept which will help in the firm and instant comprehension of later treaties when they shall find their way into our story. It becomes necessary, therefore, to select with great care and present with special emphasis those elements which have most real and far-reaching significance. The following questions may help us in our selection: What should the pupil’s notion of a treaty include when he leaves the elementary school? How much of this desired understanding can be developed by means of our lesson on the Jay Treaty? In a word, what are the type-elements of our lesson? The essential elements of the idea we are striving to develop through our type-lesson fall naturally under two heads: 1. The pupil should receive from the study of the Jay Treaty a clear notion of the treaty-making process as prescribed by the Constitution. He should further have some idea of the way in which the constitutional provision has worked out in practice. 2. The pupil should gain from the lesson a definite knowledge of the essential, significant, or typical parts of a treaty. This knowledge should include some idea of the general form and arrangement of the document. Our type-lesson should be developed with the purpose of impressing these two type-elements. A lesson, however, which concerned itself exclusively with type-elements would be a very dull and lifeless affair. In fact, the events which make up the greater part of the story of the Jay Treaty are by no means typical of treaties in general. It must be borne in mind, however, that to them attach a value and an interest of their own. Local color, objective reality, in a word, everything which makes history actual and living depends on the proper use of specific, characteristic, but not necessarily typical, details. The teacher’s task is to make such use of this auxiliary material as will bring into strong relief the type-elements. He must strive to effect a combination of the typical and the specific, the general and the particular, so that in the end he shall have developed in his pupil’s mind a consistent and complete type-idea, vivified and enriched by a wealth of local incident and illuminating detail. The introductory stage of the Jay Treaty lesson should consist of a brief review of our relations with Great Britain since the Revolutionary War. The treaty which closed that war, besides recognizing the independence of the United States, had placed both countries under certain definite mutual obligations. There is no real inconsistency in this reference to the treaty of 1783 before the full development of our type-lesson on the Jay Treaty. We are not assuming that the pupil has the sort of grasp which the type-lesson aims to secure; we are simply taking for granted