teacher talks to the class instead of asking them to recite. He
may either take the entire period in a lecture, or talk, or he may
only supplement now and then the answers or topical recitations of the
pupils. This method is almost exclusively used in many universities
and colleges, but is not suited for extensive use in more elementary
schools.

_a. How the lecture method is to be used._--While the lecture method
should be employed sparingly in the elementary school, yet it is most
valuable to supplement other methods. First, in introducing a class to
a new subject or section of work, it is frequently desirable that the
teacher should take a part or the whole of a recitation period to
explain the nature of the work or to interest the pupils in it. For
example: In taking up the discovery of America, the teacher can create
interest by telling the class of the wonderful events going on in
Europe during the fifteenth century, of the life of Columbus as a boy,
of the ships then in use, comparing them with our present steamships,
etc. Similarly for almost every new section taken up in any study.

The lecture method is also useful in supplementing the recitations of
the pupils. The teacher's knowledge must be much broader than the
textbook; and a little explanation added, an incident told, or an
application of the lesson made will often do much to broaden the
pupil's knowledge of the subject, and will at the same time lend
interest to the recitation, besides increasing respect for the
teacher's education. There is nothing more deadening to the recitation
than a mechanical plodding through the questions and answers of a
textbook without any explanation or amplification, and often without
much comprehension on the part of the class. The teacher who has
nothing of his own to add is incapable of _teaching_ in the true sense
of the word. At best he can only _test_ as to the preparation from the
textbook.

_b. Dangers from the lecture method._--While we justly condemn the
teacher who has nothing of his own to add to the recitation, we must
not forget that there is a danger on the other side. Ask any
assemblage of teachers how many think that, in general, their own
teachers used to talk too much in the recitation, thereby monopolizing
the time, and two thirds will blame their former teachers for
over-using the lecture method. Most people, when they are sure of an
audience, like to talk, and probably teachers are no exception to t