This report presents a chronological review (1893 to 1963) of formal and informal classroom observational studies which, in examining the use of recitation as a pedagogical method, show that teachers talk during the majority of classroom time, asking or reacting to factual questions posed to students. Included is a brief discussion of Arno Bellack's research, in 11th-grade social studies classrooms, of the verbal behavior of teachers and pupils, and a summary of his formulation of "rules of the classroom language game." A table is provided comparing Bellack's results with the findings of a similar classroom study by Hoetker. (MF)