It may sometimes happen that an entire recitation will employ but one of these methods, the whole time being given either to reciting upon topics, to a lecture or discussion by the teacher, or to a series of questions and answers. More commonly, however, the three methods are best when combined to supplement each other or to give variety to the instruction.
THE TOPICAL METHOD
There is really no absolute line of demarkation between the topical and the question-and-answer method. The chief difference lies in the fact that the question deals with some one specific fact or point, while the topic requires the pupil to decide on what facts or points should come into the discussion, and, so make his own plan for the discussion.
The plan of the topical method.—It is evident that the topical method of reciting will require more independence of thought than the question-and-answer method. To ask the child to "give the account of Noah's building of the Ark," or to "tell about Joseph being sold by his brothers" is to demand more of him than to answer a series of questions on, these events. The topical method will, therefore, find its greatest usefulness in the higher grades rather than with the younger children. This does not mean, however, that children in the earlier grades are to be given no opportunity to formulate their thought for themselves and to express their thought without the help of direct questions.
This power, like all others, is developed through its use, and is not acquired at a certain age without practice. Even young children may be encouraged to retell stories in their own words, or to tell what they think about any problem that interests them; and all such exercises are the best of preliminary training in the use of the topical method.
Narrative topics.—The easiest form of the topical method is that dealing with narration. Children are much more adept at telling what happened—recounting a series of events in a game, a trip, an incident, or an accident—than in giving a description of persons, places, or objects. The Bible narratives will therefore afford good starting places for topical recitations in the younger grades. Older pupils may be called upon to discuss problems of conduct, or to make applications of lessons to concrete conditions, or carry on any other form of analysis that calls for individual thought and ability in expression.
Report topics.—A modified form of the topical method is sometimes called the report method, or the research method. In this use of the topical method some special and definite topic or problem is assigned a pupil to be prepared by special study, and reported upon before the class. This plan, at least above the elementary grades, has great possibilities if wisely used. The topics, if interesting, and if adapted to the children, will usually receive careful preparation. Especially is this true if well-prepared pupils are allowed in the recitation to make a brief report to an interested audience of classmates.
Care must be taken in the use of this method not to permit the time of the class to be taken with uninteresting and poorly prepared reports by pupils, for this will kill the interest of the class, set a low standard of preparation and mastery, and render the method useless. When a topic of special study is assigned to a pupil, care must be taken to see that the exact references for study are known and that the necessary material is available. The devoted teacher will also try to find time and opportunity to help his pupil organize the material of his report to insure its interest and value to the class.
Avoiding a danger.—A danger to be avoided in the use of the topical method is that of accepting incomplete and unenlightening discussions from pupils who are poorly prepared. To say to a child, "Tell what you can about David and Goliath," and then to pass on to something else after a poorly given account of the interesting story is to fail in the best use of the topical method. After the child has finished his recitation the teacher should then supplement with facts or suggestions, or ask questions to bring out further information, or do whatever else is necessary to enrich and make more vivid the impression gained. This must all be done, however, without making an earnest child feel that his effort has been useless, or that what he has given, was unimportant.