When the papers of a lesson have been fully mastered, and the student feels that all he can do upon it is done, the whole work should be at once sent back to the teacher. Now, to guard against loss of time, such as would occur were the student compelled to wait without work after he has forwarded his lesson recitation to the teacher until the necessary exchange by post has been made, two lessons should be sent out by the teacher at the first assignment. This plan would wholly avoid what might be costly delay where student and teacher were separated by the width of the continent or the ocean. As soon as the first recitation paper reaches the teacher’s hand, his immediate duty is to forward the next lesson of the series, and so regularly through the whole course of instruction. He will now at his leisure examine the paper which has come into his possession, while the student is engaged upon the second of his lessons. What shall be the teacher’s work with this returned paper? Certainly not one of correction. Now begins his real work of teaching. First, there must be a careful and painstaking inspection of each line of the student’s work. Second, every error must be plainly marked, so that the eye of the student will not fail to observe it. Third, plain reference should be made to those sections and paragraphs of the grammar or text-book which have been violated. Fourth, a word of encouragement, advice, suggestion, or warning should be added to each paper, drawn from the teacher’s wide and varied experience, and which will be practically helpful to the pupil. It must be carefully noted that in this treatment of the recitation paper, the teacher has made no correction, has told nothing, but has simply indicated errors, and thrown the student back upon his own resources to correct his own work. This is one of the elements of true teaching.