(For an explanation of these methods, see Dr. Herbert
Adams on "Seminary Libraries and University Extension," _J.H.U.
Studies_, V., xi.) With younger students the tendency is of course
stronger. It is only through much exercise that the mind learns how
to let itself--as Matthew Arnold used to say--"play freely about the
facts."
[Footnote 3: "This," says Mr. Hill, "will please those who prefer the
topical method, while it does not forbid the easy transformation
of topics to questions, which others may demand." In the table of
contents I have made a pretty full topical analysis of the book, which
may prove useful for comparison with Mr. Hill's.]
In order to supply the pupil with some wholesome exercise of this
sort, Mr. Hill has added, at the end of each _chapter_, a set of
"Suggestive Questions and Directions." Here he has thoroughly divined
the purpose of the book and done much to further it.
Problems or cases are suggested for the student to consider, and
questions are asked which cannot be disposed of by a direct appeal to
the text. Sometimes the questions go quite outside of the text, and
relate to topics concerning which it provides no information whatever.
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