In the main, this should be done by the pupils rather than by the teacher, as a more lasting impression is made on their minds by leading them to recall and associate past events and movements with what they are then studying. The points in the previous work that should be especially emphasized are those of general importance and significance in historical development rather than the minor details and incidents. The recitation can thus be made to serve as a summary of previous ones, and particularly of the one just before. The teacher must be careful not to give too much of the period to such a review, however, unless a special general review has been planned for. There is always the temptation to prolong the review beyond proper limits. It should be rigidly confined to subject matter that has importance as a background for the new lesson of the day. If the previous lesson does not stand in close connection with the new lesson little or no time should be spent in reviewing it, but attention should be given to other more closely-related events that have been studied. The utility of this part of the recitation in giving background for the new lesson is easily seen. If the lesson is a part of a series of recitations on the same general topic, then one introductory review will serve for the series, and each separate lesson can be reviewed in connection with the succeeding one. A broad and comprehensive attitude in reviewing is always desirable, and no opportunity to establish ideas of continuity with past and future should be neglected by the teacher. (b) The Study of the New Lesson.