The questions should include higher forms of comparison far more than is customary. Much of the study of geography, for example, should consist of the comparison of countries with one another. Poems should be compared and grouped. The Children's Hour, Snow-Bound, Evangeline, and the parable of the Prodigal Son taken together reveal a conception of home life that is not obtained by the study of literary selections in an isolated way. So Burke's three addresses, On Taxation, in 1774, On Conciliation, in 1775, and Letters to the Sheriffs of Bristol, in 1777, throw light on one another and form a unit. Such comparisons continually review original facts, and in that way eliminate much customary drill. Preparation for such comparison in the study period properly puts mere memorizing far in the background.
The cross lights that different studies throw upon one another through careful correlation—as when literature and history deal with the same topic—are valuable in a similar manner and should be included in the questions that are considered.
Finally, when the text is so intolerably dull that it discourages reflection, instead of stimulating it,—as is not seldom the case,—it very often lies within the teacher's power to accomplish her objects mainly by the use of other books that are supplementary and for reference. This she should do without hesitation. Much routine drill on geography text, for instance, can be avoided by using geographical readers. Pointed questions, of course, would be in control here as in other cases.
These various thought questions, coming from teacher and pupils, should not be reserved until toward the close of the recitation, to be put then if any time is left. That defeats their object. They should occupy the time from the beginning of the period; it is the memory questions that should follow, if there is time and if they are needed. The order in time for the thinking and the special attempt to memorize is one of the most vital matters, and it is highly important that the recitation itself stand for the order that is expected in private study.
4. Conditions for the best kind of drill.
While it is the sign of a weak mind to give great prominence to drill, some drill is unavoidable. There are two conditions that must be fulfilled in order to secure the best kind. One is that sufficient motive be provided to secure very close attention. The use of motor activity may be an important aid in this direction, as when children are allowed to walk about and point in locating places in geography, to dramatize in reproducing literature, and to use sand and clay in representation of various kinds.
Emulation is a powerful motive, but has so many dangers that it should be used sparingly. The cooperative spirit is the kind that the school should cultivate, and heated competition does not readily lead to cooperation. There is, however, much profit and no danger in making comparisons among one's own products.
The teacher herself may be one of the most potent factors securing close attention. If she has force and has cultivated the friendship of her pupils until they are anxious to please her, her appeals to their own wills will not be in vain. If, in addition, her skill in handling a class inspires confidence, she can do much toward conducting her class through drills without waste of time. Very many drills are failures mainly because the teacher is a poor manager, not knowing how to distribute materials quietly and quickly and to assign and supervise work so that all are kept busy. The strong personality, however, has its dangers, also, for it may carry children through drills instead of letting them carry themselves. In the main, unless children furnish their own steam when they work with a teacher, they will have little steam to do work when left to themselves.
The healthiest provision for motive in drills is found in the recognition of a given drill as a necessary step toward the accomplishment of some already greatly desired end. A child will willingly practice mixing colors in order to obtain a certain shade, if he is much interested in painting a certain kind of calendar. And he will gladly drill upon the rendering of a poem, if he is anxious to surprise his mother with it on her birthday. Such subordination of uninteresting tasks to larger purposes is highly educative, and no one has found the limit to which it can be carried.
The second condition of successful drills is that they be short. Even under the most favorable circumstances children cannot long remain alert on subject-matter that lacks intrinsic interest. In brief, therefore, drills to be effective must be made sharp by the presence of motive, and must be short.