a special topic for to-morrow.

Robert:--Second the motion.

Chairman:--Miss Brown, have you any suggestion as to time limit?

Teacher:--I suggest ten minutes. (Chairman puts vote and suggestion is
carried.)

Teacher:--Mr. Chairman, may we have the secretary read the several
points in the assignment?

At the chairman's request the secretary reads and the class note as
follows: Study of the New Constitution, emphasizing points of similarity
and difference.

Seek reasons for same.

Application of Constitution to our present-day life.

Remedy for failures if officers fail to do their duty.

Special topic ten minutes in length on the reception of the Constitution
by the people of the different States.

Teacher:--I think that will be enough--consult the text. In connection
with the special topic some valuable material may be found in the Civics
section in the reference room. The other references on this subject you
had given you. Mr. Chairman, may we have the secretary read the points
brought out by yesterday's recitation?

QUESTIONS AND EXERCISES

1. What is meant by the "socialized recitation" as the term is here
used?

2. Define separately the word "socialized" as used in this connection.

3. What are the teacher's functions in such a recitation?

4. What are the teacher's functions in the traditional recitation?

5. Compare the kinds of knowledge required of a teacher in connection
with the two types of recitations.

6. Suggest a method of proceeding in a socialized recitation and show
the advantages of the method.

7. Give some of the reasons why the socialized recitation enhances
interest.

8. What is the essence of the "gang spirit"?

9. Compare the character and extent of the individual's responsibility
in the two types of recitations.

10. In what other ways is the socialized recitation likely to produce
better reactions?

11. Some one says that the convention style of recitation will not do,
because a few do all of the work. From your experience or observation do
you find this true? If so, is this condition peculiar to that type of
recitation? Suggest methods of counteracting this tendency in the
socialized class. Would these prove effective in a class taught in the
ordinary way?

12. Is one likely to overestimate the value of one's possessions, mental
or physical? Are the pupils (and perhaps the teacher) likely to
overestimate what is done in the socialized recitation? What things