The Recitation

by George Herbert Betts

5. The topical method

The topical method is too familiar to require definition. In this method the teacher suggests a topic of the lesson or asks a question which requires the pupil to go on in his own way and tell what he can about the point under discussion. There is really no hard and fast line between the topical method and the question-and-answer method. The fundamental difference between the two is this: In the question-and-answer method, the question is definitely upon some fact or point, and requires a specific answer bearing on the fact or point of the question; in the topical method, the question or topic suggested requires the pupil to decide upon what facts or points need discussion, and then to plan his own discussion.

a. Where the topical method is most serviceable.—As has already been explained, the topical method requires more independence of thought than the question-and-answer method, and will therefore find its greatest use in the higher grades. We are not to think, however, that the topical method is not to be used until some certain grade has been reached, and that then the child will suddenly find himself able to use it. The ability to think independently and speak one's thoughts freely is a growth, and is not attained suddenly at a given age. Even little children, telling their language stories, are using the topical method, and should be encouraged in its use. As the grades advance, however, the use of this method should increase, and the length and difficulty of the topics should grow, so that recitation by topics can be efficiently carried on in the higher intermediate and grammar grades.

Probably the easiest forms of the topical recitation are found in history or reading lessons, where narration abounds. Narration deals with a succession of events, and is always found one of the easiest forms of discourse. In proof of this, one has but to note the fluency and ease with which a child will narrate the events of a game, a trip, or an accident, whereas if you call upon him for logical explanations or even for description, as for example, "Just what kind of looking team was it that ran away?" much more difficulty will be experienced in telling about it.

Another great field for topical recitations is found in all lines where description is required. This applies to all nature study and science, to geography, to certain phases of literature and history. To describe even a commonplace object accurately and well is an art more rare than most of us would think. Suppose you ask the first person you meet to describe fully the house in which he lives or the sunset which he has just seen. If he seriously tries to comply with your request, you will probably be surprised both by the difficulty he has in his attempt, and the little that he really can say upon these familiar subjects. The interesting story teller is a rarity, which is only another way of saying that the ability to narrate and describe needs cultivation. There is no better opportunity possible than that of the topical recitation.

The topical method can manifestly be used to supplement the question-and-answer method in testing the pupils on the preparation of the lesson, or in reviewing former lessons. It can also be well used in teaching new subject-matter which does not particularly require the developmental, or "Socratic," method. Illustrations of such material are to be found in much of the work in history and in literature; also in the descriptive parts of geography, nature study, and science.

When the topical method is being employed it will nearly always need to be supplemented by questions and answers. Very rarely will a pupil recite upon any important topic with such accuracy and completeness that nothing more needs to be said concerning it. Hence, after the pupil has completed his topical discussion, the teacher can round out the subject, impress the more important points, or correct wrong impressions, by a few questions to be answered either by the pupil who has had the discussion or by the remainder of the class.

The topical method gives the teacher the best opportunity to teach the pupils how to study. It is safe to say that most pupils consider that they "have their lesson" when they understand it, or think they can remember it. But if the child is to be taught expression, as well as given knowledge, it is evident that this is not enough. Not only should a pupil be sure that he understands his lesson and can remember it, but also he should think how best to express it in the recitation. The teacher can help the class in this when assigning the topics by showing the pupils how to pick out the main points of the topics, and arrange them in order for discussion. This is, of course, really training in analysis—a power that all pupils need to cultivate.

b. The question of standards in topical recitations.—The success of the topical method will depend much on the teacher's standards of thoroughness applied to its use. Children, particularly of the lower grades, have not yet developed much grasp of mind, and consequently are not able to judge when they have sufficiently covered a topic given them for recitation. They are likely to think that if they stand up and say something about the topic, this is sufficient.

It is at this point that the teacher needs to exercise great care. The child must not be discouraged by harsh criticism, but neither must an incomplete recitation be accepted as a complete one. The teacher must judge carefully how full a discussion should be expected from a child of the given age, taking into account the treatment of the topic in the pupil's textbook. Then by questions, further discussion by other pupils, kindly criticisms, and helpful suggestions, the standard should be placed as high as the class can attain. Nor is it to be forgotten that the standard is to be a constantly advancing one.