ly, or in sabbath, or
common schools, when general instructions are given, to have the leading
points fixed in the mind, by questions, answered simultaneously.

But we are wandering a little from our subject; which is, in this part
of our chapter, the methods of _examining_ a class, not of giving or
fixing instructions.

Another mode of examining classes, which it is important to describe,
consists in requiring _written answers_ to the questions asked. The form
and manner, in which this plan may be adopted, is various. The class may
bring their slates to the recitation, and the teacher may propose
questions successively, the answers to which all the class may write,
numbering them carefully. After a dozen answers are written, the teacher
may call, at random, for them; or he may repeat a question, and ask
each pupil to read the answer he had written; or he may examine the
slates. Perhaps this method may be very successfully employed in
reviews, by dictating to the class, a list of questions, relating to the
ground they have gone over, for a week, and to which they are to prepare
answers, written out at length, and to be brought 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 thorough
examination of all. The _written replies_, are more thorough, but they
require more time, and attention, and while they habituate the pupil to
express his thoughts in writing, they would, if exclusively adopted,
fail to accustom him to an equally important practice, that of