should be reviewed,
since these are fundamental to an understanding of the causes of the
war. In similar manner we might apply the illustration to every branch
of study, Indeed there is hardly a single recitation which should not
start with a brief review or a few questions to freshen up in the
minds of the pupils the points related to the coming lesson. Not only
will this insure that the lessons themselves shall be better
understood, but the entire subject will in this way come to possess a
unity instead of consisting of a series of more or less disconnected
lessons in the mind of the child.

3. _The use of special forms of method_

Having stated these two general principles of method, we will now
consider some of the special forms of method to be employed in the
recitation. In discussing these methods and comparing them it is not
to be forgotten that attention and interest are dependent in large
measure on change and variety. The same method used day after day in
the recitation palls upon a class and invites listlessness and
inattention. A teacher should never employ cheap or sensational
devices in a recitation just to have something new, but neither should
he work a good method to death by too constant use.

4. _The question-and-answer method_

The question-and-answer method is so familiar to every one that it
requires no formal definition. It is employed in all grades from the
primary to the university, and it is adapted alike to testing,
teaching, and drilling.

This method admits of wide modification to suit it to specific uses.
The questions asked may require but a short and simple answer, such as
can be given by a primary pupil. They may also require a long and
complex answer which will test the powers of the most advanced
student. The questions may be detailed and searching, covering every
point of the lesson, as when we are testing preparation. They may deal
only with certain related truths, as when we "develop" a new subject
intentionally by questions and answers. Or they may select only the
most important points upon which the class needs drill.

_a. When and where to employ the question-and-answer method._--The
question-and-answer method is particularly adapted to the lower
grades, in which the children have not yet developed the ability to
recite independently on long topics. This method allows the teacher to
encourage and draw out the child by what is really a conversation
between the two, th