with him learns most of his geography from his geographical readers,
simply because the writer does not squeeze all the juice out of what
he has to say in order to save space. A child can often master five
pages in such a book more easily than he can one from the ordinary
geography, and he will remember it longer.

_3. Character of the questions to be put_

Whatever the text chosen, the recitation should be so conducted that
the emphasis will fall on reflection rather than on mere reproduction.
To this end one should avoid putting mainly memory questions, such as,
Who was it--? When was it--? Why was it--? What is said about--? Even
the usual request, "Close the books," at the beginning of the
recitation can often be omitted to advantage. Why should not the text-
book in history and geography lie open in class, just as that in
literature, if _thinking_ is the principal object?

Questions that require supplementing can be proposed by both teacher
and pupils. Now and then some topic can be assigned for review, with
the understanding that the class, instead of reproducing the facts,
shall occupy the time in "talking them over." The teacher can then
listen, or act as critic. It is a harsh commentary on the quality of
instruction if a lesson on Italy, or on a presidential administration,
or on a story, suggests no interesting conversation to a class.

Occasionally, as one feature of a lesson, a class might propose new
points of view for the review of some subject. For example, if the
Western states have been studied in geography, some of the various
ways in which they are of interest to man might be indicated by
questions, thus: What about the Indians in that region? What pleasure