enly find himself able
to use it. The ability to think independently and speak one's thoughts
freely is a growth, and is not attained suddenly at a given age. Even
little children, telling their language stories, are using the topical
method, and should be encouraged in its use. As the grades advance,
however, the use of this method should increase, and the length and
difficulty of the topics should grow, so that recitation by topics can
be efficiently carried on in the higher intermediate and grammar
grades.

Probably the easiest forms of the topical recitation are found in
history or reading lessons, where _narration_ abounds. Narration deals
with a succession of events, and is always found one of the easiest
forms of discourse. In proof of this, one has but to note the fluency
and ease with which a child will narrate the events of a game, a trip,
or an accident, whereas if you call upon him for logical explanations
or even for description, as for example, "Just what kind of looking
team was it that ran away?" much more difficulty will be experienced
in telling about it.

Another great field for topical recitations is found in all lines
where _description_ is required. This applies to all nature study and
science, to geography, to certain phases of literature and history. To
describe even a commonplace object accurately and well is an art more
rare than most of us would think. Suppose you ask the first person you
meet to describe fully the house in which he lives or the sunset which
he has just seen. If he seriously tries to comply with your request,
you will probably be surprised both by the difficulty he has in his
attempt, and the little that he really can say upon these familiar
subjects. The interesting story teller is a rarity, which is only
another way of saying that the ability to narrate and describe needs
cultivation. There is no better opportunity possible than that of the
topical recitation.

The topical method can manifestly be used to supplement the
question-and-answer method in testing the pupils on the preparation of
the lesson, or in reviewing former lessons. It can also be well used
in teaching new subject-matter which does not particularly require the
developmental, or "Socratic," method. Illustrations of such material
are to be found in much of the work in history and in literature; also
in the descriptive parts of geography, nature study, and science.

When the topical method is being employe