The lessons in science, unless actual laboratory lessons, are usually given in the form of “recitations.” A “recitation” is a lesson in which certain parts of a subject, specially prepared beforehand, are contributed by the pupils. The teacher asks questions and explains difficulties, and generally connects the facts brought forward; but the material of the lesson is wholly supplied by the pupils. This way of working out a subject has at least two distinct advantages over our own method of lesson-giving, in which the chief work devolves upon the teacher. By the recitation method the pupils are taught how to use books, how to gather from many sources material for their recitation. They also learn to rely on their own efforts in class-time, and to be alert in thought and speech. The disadvantages of the plan, however, seem even more apparent. Where one text-book is chiefly used in a subject, or even where several books are referred to, there is a distinct tendency to “recite” in the words of the book. Several times I heard lessons in which such “recitations” were accepted by the teacher. This method, moreover, seems likely to lead to too great a dependence on text-books, and too constant a reference to books, on points where thought and reflection might be better guides. It also encourages digression in class, and a resulting slowness in getting through the subject matter, unless the teacher be very skilful in conducting the “recitation.” The constant raising of points by the students, at all parts of the discussion, leads sometimes to waste of time by debating on questions of merely individual opinion. Such results point to the difficulty of conducting an ordinary recitation. Great skill and much experience are needed, before such a lesson can be made completely satisfactory, and many are the teachers’ temptations to omit careful preparation. As a method to be used constantly, and in all subjects, it seems open to many objections, and to show but few advantages. As resorted to occasionally, and by skilful teachers, and as particularly adapted to subjects such as geography or history, the “recitation” may be made a valuable means of training.