cture or discussion by the teacher, or to a series of
questions and answers. More commonly, however, the three methods are
best when combined to supplement each other or to give variety to the
instruction.

THE TOPICAL METHOD

There is really no absolute line of demarkation between the topical and
the question-and-answer method. The chief difference lies in the fact
that the _question_ deals with some one specific fact or point, while
the _topic_ requires the pupil to decide on what facts or points should
come into the discussion, and, so make his own plan for the discussion.

The plan of the topical method.--It is evident that the topical method
of reciting will require more independence of thought than the
question-and-answer method. To ask the child to "give the account of
Noah's building of the Ark," or to "tell about Joseph being sold by his
brothers" is to demand more of him than to answer a series of questions
on, these events. The topical method will, therefore, find its greatest
usefulness in the higher grades rather than with the younger children.
This does not mean, however, that children in the earlier grades are to
be given no opportunity to formulate their thought for themselves and to
express their thought without the help of direct questions.

This power, like all others, is developed through its use, and is not
acquired at a certain age without practice. Even young children may be
encouraged to retell stories in their own words, or to tell what they
think about any problem that interests them; and all such exercises are
the best of preliminary training in the use of the topical method.

Narrative topics.--The easiest form of the topical method is that
dealing with _narration_. Children are much more adept at telling _what
happened_--recounting a series of events in a game, a trip, an incident,
or an accident--than in giving a _description_ of persons, places, or
objects. The Bible narratives will therefore afford good starting places
for topical recitations in the younger grades. Older pupils may be
called upon to discuss problems of conduct, or to make applications of
lessons to concrete conditions, or carry on any other form of analysis
that calls for individual thought and ability in expression.

Report topics.--A modified form of the topical method is sometimes
called the _report_ method, or the _research_ method. In this use of the
topical method some special and definite topic or problem is