assigned a
pupil to be prepared by special study, and reported upon before the
class. This plan, at least above the elementary grades, has great
possibilities if wisely used. The topics, if interesting, and if adapted
to the children, will usually receive careful preparation. Especially is
this true if well-prepared pupils are allowed in the recitation to make
a brief report to an interested audience of classmates.

Care must be taken in the use of this method not to permit the time of
the class to be taken with uninteresting and poorly prepared reports by
pupils, for this will kill the interest of the class, set a low standard
of preparation and mastery, and render the method useless. When a topic
of special study is assigned to a pupil, care must be taken to see that
the exact references for study are known and that the necessary material
is available. The devoted teacher will also try to find time and
opportunity to help his pupil organize the material of his report to
insure its interest and value to the class.

Avoiding a danger.--A danger to be avoided in the use of the topical
method is that of accepting incomplete and unenlightening discussions
from pupils who are poorly prepared. To say to a child, "Tell what you
can about David and Goliath," and then to pass on to something else
after a poorly given account of the interesting story is to fail in the
best use of the topical method. After the child has finished his
recitation the teacher should then supplement with facts or suggestions,
or ask questions to bring out further information, or do whatever else
is necessary to enrich and make more vivid the impression gained. This
must all be done, however, without making an earnest child feel that his
effort has been useless, or that what he has given, was unimportant.

THE LECTURE METHOD

The lecture method, if followed continuously, is a poor way of teaching.
Even in telling stories to the younger children, the skillful teacher
leads the pupils to tell the stories back to her and the class. Mere
listening gets to be dull work, and the teacher who does all the
reciting himself must expect lack of interest and inattention.

There can be no doubt that many teachers talk too much themselves
compared with the part taken by their pupils. It is much easier for the
teacher to go over the lesson himself, bringing out its incidents,
explaining its meanings, and applying its lessons, than to lead the
class, by means