kely to
diverge widely from the limits of the book; and the teacher must be
conversant, therefore, with all the auxiliary facts. She must be able to
cite authorities in case of need, and make specific data readily
accessible to all members of the group. This presupposes wide reading on
her part, and a consequent familiarity with all the sources of knowledge
that have a bearing upon the subject under consideration.

=The pupil-teacher.=--In order to make the cooeperative principle of the
recitation active in practice a pupil acts as chairman of the meeting,
serving in rotation, and gives direction to the discussion. He is
clothed with authority, also, to restrict the discussion to time limits
that there may be no semblance of monopoly and that the same rights and
privileges may be accorded to each member of the class. The chairman, in
short, acts both as captain and as umpire, with the teacher in the
background as the court of final appeal. Knowing the order of rotation,
each pupil knows in advance upon what day he is to assume the functions
of chairman and makes preparation accordingly, that he may acquit
himself with credit in measuring up to the added responsibilities which
the position imposes. In taking the chair he does not affect an air of
superiority for the reason that he knows the position to have come to
him by rotation and that upon his conduct of the duties depend his
chances for honor; and acting for his peers he is careful not to do
anything that will lead to a forfeiture of their respect and good will.

=Some advantages.=--It requires far more time to describe these
preliminary arrangements than it does to put them into operation.
Indeed, after the first day, they become well-nigh automatic. Because of
their adaptableness the pupils look upon the new order as the
established order, and, besides, the rotation in the chair affords a
pleasing antidote to monotony. Each day brings just enough novelty to
generate a wholesome degree of anticipation. They are all stimulated by
an eagerness to know just what the day will bring forth. The class
exercise is relieved of much of the heavy formalism that characterizes
the traditional recitation and that is so irksome to children of school
age. The socialized recitation is a worthy enterprise that enlists the
interest of all members of the group and unifies them upon the plane of
a common purpose. In the common quest they become members in a social
compact whose objec