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more power of interpretation, of drawing inferences, of acute observation and continuous reflection, than if they were put to working out arbitrary problems simply for the sake of discipline.

I should like at this point to refer to the recitaton. We all know what it has been—a placer where the child shows off to the teacher and the other children the amount of information he has succeeded in assimilating from the text-book. From this other standpoint, the recitation becomes preëminently a social meeting place; it is to the school what the spontaneous conversation is at home, excepting that it is more organized, following definite lines. The recitation becomes the social clearing-house, where experiences and ideas are exchanged and subjected to criticism, where misconceptions are corrected, and new lines of thought and inquiry are set up.

This change of the recitation from an examination of knowledge already acquired to the free play of the children's communicative instinct, affects and modifies all the language work of the school. Under the old régime it was unquestionably a most serious problem to give the children a full and free use of language. The reason was obvious. The natural motive for language was seldom offered. In the pedagogical text-books language is defined as the medium of expressing thought. It becomes