such a teacher usually will begin abruptly with some question on the assignment for that day and will probably end abruptly by the gong sounding its warning and a hurried assignment for next day being made as the class prepares to leave. All the important qualities of a good recitation, relation to the previous day’s lesson, careful study by teacher and class of the new lesson, and a well-considered assignment of work for the next day are in whole or part absent. It is not as if it were difficult to make the recitation a success, or meant more work for the teacher, for, on the contrary a well-organized recitation is easier to handle than one conducted without organization, and the work of the teacher is made pleasanter through the interest of the pupils in the work. History when properly taught is bound to hold the interest and attention of the average boy or girl. If it does not do so, then the presumption is that it is not being properly taught and that the teacher needs to bring more understanding and method into the work. The General Organization of the Recitation. The fundamental idea in the organization and conduct of the history recitation should be that of building a little more on foundations already laid, of adding new knowledge and ideas of historical importance to those already a part of the pupils’ background, and of preparing the minds of the pupils for further additions in the near future. The most discouraging thing that a history teacher has to face is the seemingly evanescent character of the pupils’ background. It slips away and there is nothing to build on or add to, and so the relation of events to each other and the growth of important movements are not understood or appreciated. This discouraging aspect of history teaching can only be remedied by careful attention to the background of the day’s lesson, and therefore the first ten or fifteen minutes of the period should be devoted to a general discussion or recitation on the lesson or lessons previously studied that are most closely connected with the new lesson of the day. Then should follow a careful study of the new lesson itself, occupying the main part of the period. Towards the close, however, five or ten minutes should be allowed for the assignment of the work for the next meeting of the class. Thus the general organization of the recitation will consist of: (a) The recitation or review on the previous lesson or lessons; (b) the study of the new lesson; and (c) the assignment for next day’s work. (a) The Recitation on the Previous Lesson.