he teacher who would have
inspiring recitations to lead the pupils to a high standard of
preparation.

The pupil's preparation of the lesson should include two distinct
lines: (1) Mastery of the facts, thought, or meaning of the lesson;
and (2) thought or plans how best to express the lesson in the
recitation. Most pupils think they "have their lesson" when they have
memorized it or come to understand it. They must also be made to see
that an important part of their preparation lies in _the ability to
tell well what they have learned_.

4. _High standards in the recitation_

There is no more potent force than public opinion to compel to high
achievement or restrain from unworthy acts. A school in which the
standards of preparation and recitation are low presents a difficult
problem for the teacher in the recitation. In some schools pupils who
are diffident about reciting, or who do not care to take the trouble,
shake their heads in refusal almost before they hear the question in
full. Others sit in stolid silence when called upon, and make no
response of any kind. In still other cases the class smile or giggle
when several have been called upon and have failed to recite, thus
taking the failure as a joke.

Of course such a lack of standards proclaims the previous teaching to
have been weak and bungling. It shows the effects of a teacher without
standards or skill. But the immediate question is how to remedy such
an evil situation when one finds it existing in a school.

It is probable that low standards come as often from work that is too
difficult or too great in amount as from any other source. If the
child fails to understand the lesson, or has not had time to master
it, he cannot recite, however much he may desire to. All that is left
for him is to decline when called upon. He may be chagrined at first
over his failure; but if failure follows failure, he soon ceases to
care when unable to recite. The remedy suggests itself at once; assign
lessons that are within the child's ability, and also within the time
available for their preparation. Then _insist that the work be done
and the recitation be made_.

If the failure comes from laziness, lack of study, indulgence in
mischief, or any such cause, the remedy will be a different one. But a
remedy must be devised and applied. No school can run successfully
without good standards well maintained for the recitation. The teacher
who feels that the standards of th