A pleasant and profitable review for some classes is based on the quotable passages in the quarter's Scripture. These memorable sentences are written on cards, which are distributed evenly. Every scholar is expected to tell when, where, and by whom his quotation was first spoken, and at the close of the exercise each scholar will be called upon to repeat all his quotations from memory. Then the teacher will gather the cards, mix them up, present the pile now to this scholar and now to that, and ask him to give the facts about whatever quotation he may draw. The success of this method of review, as of all others, will largely depend upon its previous announcement, the scholars having gone over the quarter's lessons at home with this coming test in mind. The review may sometimes take the form of a contest; you may call it a "question tournament." Appoint leaders, and let them choose sides. Each side in turn has the privilege of asking a question of the other side. The question must be passed upon as fair by the teacher. The scholars on each side take turns in answering, and when the scholar whose turn it is cannot answer, his entire company has a chance. If no one on that side knows the answer, the other side gives the correct reply, and thereby scores one point. The side with the highest score wins the tournament. Methods less brisk than this employ pen and ink. You may ask the scholars to bring to the class tabular outlines of the quarter's history. A little book, connected with the quarter's study in some way, may be offered as a reward for the best outline, if the teacher thinks it wise; some teachers would not. At another time ask each scholar to write a five-minute essay on some topic that will require study of all the lessons, the topics all being different. These essays are to be read before the class, and their themes should be as bright as the teacher and her shrewdest friends can make them. A variation of this plan is to propound to the class a series of questions, all requiring search through the twelve lessons, and allow each scholar to choose a question upon which he will _speak_ for two, three, or four minutes before the class on review day.