, in much the same
way.) Hence one has to supplement the lecture by syllabi, by lists of
questions (indexes, so to speak, to the lectures), and by personal
interviews....

"The sum and substance of my recommendations is that you provide a
competently trained instructor, and let him teach psychology as he
best can. What the student needs is the effect of an individuality, a
personality; and the lecture system provides admirably for such
effect."

=The recitation=

Though the lecture system is used with great success by a number of
professors, the general practice inclines more to the plan of oral
recitations on assigned readings in one or more texts, and large
classes are often handled in several divisions in order to make the
recitation method successful. Not infrequently a combination of
lectures by the professor and recitations conducted by his assistants
is the plan adopted, the lecturer to add impressiveness to the course,
and the recitations to hold the student up to his work. Written
exercises, such as those already mentioned, are often combined with
the oral recitation; and in some cases themes are to be written by the
students. Probably the seminar method, in which the subject is chiefly
presented in themes prepared by the students, is never attempted in
the introductory course.

=Class discussion=

On the other hand, a number of successful teachers reject both the
lecture and the recitation methods, and rely for the most part upon
class discussions, with outside readings in the textbooks, and
frequent written recitations as a check on the student's work. A
champion of the discussion method writes as follows:[55]

"A teacher has not the right to spend any considerable part of the
time of a class in finding out by oral questions ... whether or not
the student has done the work assigned to him. The good student does
not need the questions and is bored by the stumbling replies which he
hears; and even the poor student does not get what he needs, which is
either instruction _a deux_, or else a corrected written
recitation.... Not in this futile way should the instructor squander
the short hours spent with his students. The purpose of these hours is
twofold: first, to give to the students such necessary information as
they cannot gain, or cannot so expediently gain, in some other way;
second, and most important, to incite them to 'psychologize' for
themselves. The first of these purposes is best gained by th