The assignment of the work of the class for its next meeting should be very carefully and systematically attended to by the teacher. This assignment is best made at the close of the period because it concerns the review of the lesson just studied, as well as the new lesson. It should be taken down in note books by the pupils so that they will know definitely what is expected of them when they next meet. As far as practicable the teacher should put the assignment for the preliminary recitation on the previous lesson or lessons in the form of problem questions calling for causes and results that explain historical phenomena. Problem questions can also be given in connection with the assignment on the new lesson, though here a topical assignment is not so much out of place if the topic is well selected so as to suggest the main problem. Questions of detail in an assignment are out of place, and, of course, an assignment of so many pages, irrespective of problems or topics, is absurd. If collateral reading is assigned in source books or secondary works, it should be done understandingly and carefully, and only in such amounts as can be effectively used by the teacher and class to supplement the text-book. A question on the collateral reading will also be desirable. In following out such a plan of organizing the recitation as has been just described, the teacher should, for some time at least, plan out the recitation period and its various phases in advance. Local Industries As a Basis for an Introductory Course in Economics BY ALEXANDER L. PUGH, CHAIRMAN DEPARTMENT OF ECONOMICS, HIGH SCHOOL OF COMMERCE, NEW YORK CITY. One of the things that makes the course of study of the High School of Commerce unique is the emphasis laid upon the preparation of the boy for the economic and civic environment in which he will live. Two courses are given solely with this end in view. The first is the course in city industries which has as its object the realization of the economic environment; and the other is the course in municipal activities, which in a similar way prepares the boy for his civic environment. These are both two-hour courses given for one term or one-half year. Like most New York City high schools, Commerce has about one-half of its boys in the first year, so these courses are given then, when both will be taken by nearly every boy. The course in industries is given first, as it deals more with the boys’ immediate surroundings than does the other.