licit that there is no possibility of their not being understood,
and the teacher's being interrupted next day to explain to members of
the class. Much time can be saved for both teacher and pupils, and
many distractions prevented from disturbing recitations if this simple
direction is followed.

8. If the principles suggested above are followed in assigning
lessons, there will be little excuse for a pupil's forgetting the
assignment. It will therefore be a safe rule not to repeat assignments
for the benefit of careless or inattentive pupils. The teacher who
will refuse to be interrupted during recitation hours to tell pupils
what the lesson is, but who will reassign the lesson for the pupil at
recess-time, or after school, will very soon find all such troubles
vanish, and will at the same time be giving his pupils valuable and
necessary training in attention and memory.

* * * * *

OUTLINE

I. THE PURPOSES OF THE RECITATION

1. The teacher and the recitation, 2

2. The necessity of having a clear aim, 3

3. Testing as an aim in the recitation, 5
_a._ The preparation of the lesson assigned, 6
_b._ The pupil's knowledge and his methods of study, 7
_c._ The pupil's points of failure and the cause thereof, 10

4. Teaching as an aim in the recitation, 12
_a._ Give the child an opportunity for self-expression, 13
_b._ Give help on difficult points, 15
_c._ Bring in new points supplementing the text, 16
_d._ Inspire the pupils to better efforts and higher ideals, 17
_e._ Lead pupils into good habits of study, 17

5. Drill as an aim in the recitation, 19
_a._ Drill should be employed wherever a high degree of skill is
required, 21
_b._ Drill must be upon correct models, and with alert interest and
attention, 21
_c._ Drill must not stop short of a reasonable degree of efficiency, or
skill, 23
_d._ Drill must be governed by definite aims, 23

6. A desirable balance among the three aims, 25

II. THE METHOD OF THE RECITATION

1. Method varies with aim, 29

2. Fundamental principles of method, 30
_a._ Interest is the first requisite for attention and all mental
activity, 30
_b._ The natural mode of learning is to proceed from t