2. To test the reliability of evidence, proceed as follows: Take a large picture, preferably one in color and having many details; hold it before the class in a good light where all can see it. Let them look at it for ten or fifteen seconds, the time depending on the complexity of the picture. The students should then write down what they saw in the picture, underscoring all the points to which they would be willing to make oath. Then the students should answer a list of questions prepared by the teacher, on various points in the picture. Some of these questions should be suggestive, such as, "What color is the dog?" supposing no dog to be in the picture. The papers giving the first written description should be graded on the number of items reported and on their accuracy. The answers to the questions should be graded on their accuracy. How do girls compare with boys in the various aspects of the report? What is the accuracy of the underlined points? 3. Let the teacher, with the help of two or three students, perform before the class some act or series of acts, with some conversation, and then have the students who have witnessed the performance write an account of it, as in No. 2. 4. Divide the class into two groups. Select one person from each to look at a picture as in No. 1. These two people are then to write a complete account of the picture. This account is then read to another person in the same group, who then writes from memory his account and reads to another. This is to be continued till all have heard an account and written their own. You will then have two series of accounts of the same picture proceeding from two sources. It will be well for the two who look at the picture to be of very different types, let us say, one imaginative, the other matter-of-fact. Do all the papers of one series have some characteristics that enable you to determine from which group they come? What conclusions and inferences do you draw from the experiment? 5. Does the feeling of certainty make a thing true? See how many cases you can find in a week, of persons feeling sure a statement is true, when it is really false. 6. In the following way, try to find out something which a person is trying to conceal. Prepare a list of words, inserting now and then words which have some reference to the vital point. Read the words one by one to the person and have him speak the first word suggested by those read. Note the time taken for the responses. A longer reaction time usually follows the incriminating words, and the subject is thrown into a visible confusion. 7. Talk to successful physicians and find out what use they make of suggestion and other psychological principles. 8. Spend several hours visiting different grades below the high school. In how many ways could the teachers improve their work by following psychological principles? 9. Could the qualities of a good teacher--native and acquired--be measured by tests and experiments?