The opposite extreme from the method just exhibited, is that known as the topical method. It is the method pursued in the higher classes of schools, and among more advanced students. In the topical method, the teacher propounds a topic or subject, sometimes in the form of a question, but more commonly only by a title, a mere word or two, and then calls upon the pupil to give, in his own words, a full and connected narration or explanation of the subject, such as the teacher himself would give, if called upon to narrate or explain it. The subject already suggested, if profound topically, would be somewhat in this wise: The first temptation of Jesus. Or, more fully: Narrate the circumstances of the first temptation of Jesus, and show wherein his virtue was particularly tried in that transaction. The teacher, having propounded the subject clearly to the class, then waits patiently, maintaining silence himself, and requiring the members of the class to be silent and attentive, until the pupil interrogated is quite through, not hurrying him, not interrupting him, even with miscalled helps and hints, but leaving him to the free and independent action of his own faculties, in giving as full, connected, and complete an account of the matter as he can. When the pupil is quite through, the teacher then, but not before, makes any corrections or additional statements that may seem to be needed. In such an exercise as this, the pupil finds the absolute necessity of full and ample preparation; he has a powerful and healthy stimulus thus to prepare, in the intellectual satisfaction which one always feels in the successful discharge of any difficult task; and he acquires a habit of giving complete and accurate expression to his knowledge, by means of entire sentences, and without the help of "catch-words," or leading-strings of any kind. Some classes, of course, are not sufficiently advanced to carry out fully the method here explained. But there are many intermediate methods, founded on the same principle, and suited to children in every stage of advancement. Only let it be understood, whatever the stage, that the object of the recitation is, not to show what the teacher can say or do, but to secure the right thing being said and done by the pupil. To recur once more to the same subject, the temptation of Christ. For a very juvenile class, the questioning might proceed on this wise: _T._ Where was Jesus led after his baptism? _P._ He was led into the wilderness. _T._ By whom was he led there? _P._ He was led by the Spirit. _T._ For what purpose was he led into the wilderness? _P._ He was led into the wilderness to be tempted. _T._ By whom was he to be tempted? _P._ He was to be tempted by the devil. _T._ What bodily want was made the means of his first temptation?