ence that
either the topical recitation is not usually employed, or good English
is not insisted upon, or perhaps both. (3) A third advantage of the
topical recitation is that it trains the student in judgment and
discrimination--two elements essential in the practical work of all
engineers.

Apparently many college teachers think it more creditable to deliver
lectures than to conduct recitations. The formal lecture is an
inefficient means of either conveying information or developing
intellectual power, and hence no one should take pride in it. The
textbook and quiz method of conducting a recitation is more effective
than the lecture system, but is by no means an ideal method of either
imparting information or giving intellectual training. Neither of
these methods is worthy of a conscientious teacher. The textbook and
topical recitation affords an excellent opportunity to teach the
student to analyze, to observe, to discriminate, to train him in the
use of clear and correct language, and in the presentation of his
thoughts in logical order--an object worthy of any teacher and an
opportunity to employ the highest ability of any person. In the
conduct of such a recitation in engineering subjects, there is
abundant opportunity to supplement the textbook by calling attention
to new discoveries and other applications, and to introduce
interesting historic references. It is often instructive to discuss
differences in construction which depend upon differences in physical
conditions or in preferences of the constructor, and such discussions
afford excellent opportunities to train the student in discovering the
causes of the differences and in weighing evidence, all of which helps
to develop his powers of observation and analysis and above all to
cultivate his judgment. If a teacher is truly interested in his work,
such a recitation gives opportunity for an interchange of thoughts
between the student and teacher that may be made of great value to the
former and of real interest to the latter. The conduct of such a
recitation should be much more inspiring to the teacher than the
repetition of a formal lecture which at best can have only little
instructional value.

=Suggestions for increasing effectiveness of the recitation=

The recitation is such an important method of instruction that it is
believed a few suggestions as to its conduct may be permissible,
although a discussion of methods of teaching does not properly belo