list of questions relating to the ground they
have gone over for a week, and then instructing them to prepare answers
written out at length, and to bring them in at the next exercise. This
method may be made more formal still by requiring a class to write a
full and regular abstract of all they have learned during a specified
time. The practice of thus reducing to writing what has been learned
will be attended with many advantages so obvious that they need not be
described.

It will be perceived that three methods of examining classes have now
been named, and these will afford the teacher the means of introducing a
very great variety in his mode of conducting his recitations, while he
still carries his class forward steadily in their prescribed course.
Each is attended with its peculiar advantages. The _single replies,_
coming from individuals specially addressed, are more rigid, and more to
be relied upon, but they consume a great deal of time, and, while one is
questioned, it requires much skill to keep up interest in the rest. The
_simultaneous answers_ of a class awaken more general interest, but it
is difficult, without special care, to secure by this means a special
examination of all. The _written replies_ are more thorough, but they
require more time and attention, and while they habituate the pupil to
express himself in writing, they would, if exclusively adopted, fail to
accustom him to an equally important practice, that of the oral
communication of his thoughts. A constant variety, of which these three
methods should be the elements, is unquestionably the best mode. We not
only, by this means, secure in a great degree the advantages which each
is fitted to produce, but we gain also the additional advantage and
interest of variety.

By these, and perhaps by other means, it is the duty of the teacher to
satisfy himself that his pupils are really attentive to their duties.
It is not perhaps necessary that every individual should be every day
minutely examined; this is, in many cases, impossible; but the system of
examination should be so framed and so administered as to be daily felt
by all, and to bring upon every one a daily responsibility.

* * * * *

We come now to consider the second general head which was to be
discussed in this chapter.

The study of books alone is insufficient to give knowledge to the young.
In the first stage, learning to read a book is of no use wha