The purpose of this study was to compare the Gilbertian mathetical sequence (MS) with the Skinnerian logical sequence (LS) methodologies in their effectiveness for language teaching. A series of 3 experiments were designed to investigate the effect of MS and LS on the teaching of Japanese Kanji characters to 24 Japanese fifth-graders. The students were divided into two groups and received instruction on three consecutive Saturdays following either the MS or LS method. During each session, the students learned three Kanji characters. The study found that after the first session students in the MS group recalled fewer characters than the LS group. After the second and third sessions, however, the MS group recalled more characters than the LS group. These findings suggest that MS might be preferable to LS as a potential method for language teaching. (MDM)