n a particular topic, and to summarize the
same or to state his own conclusions concerning either the relative
importance of the different items or his interpretation of the meaning
or application of the facts. Such an examination could be called a
"topical examination." The remarks in the earlier part of this chapter
concerning the relative merits of the question-and-answer and the
topical recitation apply also with equal force to these two forms of
examinations. However, the topical examination can be made of greater
educational value than the topical recitation, since the student is
likely to be required to survey a wider field and organize a larger
mass of information, and also since the examination is usually written
and hence affords a better opportunity to secure accuracy and finish.

It is much easier for the instructor to prepare and grade the papers
for the question-and-answer examination than for the topical
examination, and perhaps this is one reason why the former is nearly
universally employed. Of course, the topical examination should not be
used except in connection with the topical recitation. Some executives
of public school systems require that at least a third, and others at
least a half, of all formal examinations shall be topical; and as the
examination papers and the grades thereon are subject to the
inspection of the executive, this requirement indirectly insures that
the teacher shall not neglect the topical recitation. Apparently a
somewhat similar requirement would be beneficial in college work.

=Memoir=

The term "memoir" is here employed to designate either a comparatively
brief report upon some topic assigned in connection with the daily
recitation or the graduating thesis.

The former is substantially a form of laboratory work in which the
library is the workroom and books the apparatus. This method of
instruction has several merits. It makes the student familiar with
books and periodicals and with the method of extracting information
from them. It stimulates his interest in a wider knowledge than that
obtained only from the textbook or the instructor's lectures. It is
valuable as an exercise in English composition, particularly if the
student is held to an orderly form of presentation and to good
English, and is not permitted simply to make extracts. The value to be
obtained from such literary report depends, of course, upon the time
devoted to it, and also upon whether the instructo