said that a neostyle or mimeograph, with which all large schools and
many small ones are equipped, makes short work of preparing as many
copies of the questions as desired. If there is a commercial department
in connection with the school, an available stenographer, or a willing
student helper, the teacher may easily relieve himself of the work of
supplying the copies. If none of these expedients are possible, it is no
Herculean task to write each day on the board the few questions for the
next lesson. It will entail no great loss of time if the class are asked
to copy them when they first come to recitation. If it is possible to
copy them after the recitation, so much the better. And beyond the
obvious advantages of a carefully assigned lesson it must be remembered
that in the assignment of special topics, in private conferences with
the student, in the correction of notes, in giving assistance in the
library, the teacher has an opportunity to cultivate a sympathetic
relation between himself and the class of inestimable service in
securing the best results.




IV

THE METHOD OF THE RECITATION


_Assumptions as to the recitation room_

Let us now assume that the recitation will be held in a quiet room free
from the distracting influence of poor light, poor ventilation, and
inadequate seating capacity. The blackboard space is ample for the whole