In the rural schools the recitation seats are often near the stove, where the temperature becomes unbearably hot when the stove must be generously fired to heat the remainder of the room. Not infrequently the ventilation is bad, and the room is filled with foul air, from which the major part of the oxygen has been exhausted. No matter how good the intentions of the class or how zealous the teacher, such conditions will kill the recitation.
Whatever may be the cause of physical discomfort or unrest should be remedied. One's body should be so comfortable and healthy that it does not attract attention to itself, except when needing food or other care, and it is the duty of the school to do all possible to bring this condition about.
2. Interest and enthusiasm
Interest is the foundation of all mental activity. Its very nature is to lead to thought and action. Grown ardent, interest becomes enthusiasm, "without which," says Emerson, "nothing great was ever accomplished." On the other hand, the absence of interest leaves the pupil lifeless and inert mentally, his work a bore and achievement impossible. Interest is, therefore, a first consideration in the recitation.
Interest is contagious. No one ever saw an interested and enthusiastic teacher with a dull and lifeless class. Nor can interest and enthusiasm on the part of a class continue in the presence of a mechanical and lifeless teacher. The teacher is the model, and he sets the standard and pace for his class. Unconsciously the pupils come, under the influence of the teacher's personality, to reflect his type of mind and attitude toward the work of the school. The teacher's interest and vivacity in the recitation depend on many factors, some of which are largely under his own control.
a. The teacher's command of the subject-matter of the recitation.—A teacher whose grasp of the lesson is doubtful, who does not feel sure that he is a master of all its points, who fears that questions may be asked that he cannot answer or points raised that he cannot explain, can hardly possess an attitude of true interest toward the recitation. His mind is too full of worry and strain and embarrassment. He lacks the sense of ease and freedom which comes from a feeling of mastery.
Command of the subject-matter of the recitation depends, first on the teacher's general mastery of the branch, and, second, on being freshly prepared upon it. It behooves every young teacher, therefore, to strive for mastery as he teaches.
But no matter how good the preliminary preparation, this cannot take the place of the fresh daily review, which gives the mind a new readiness and grasp on the subject. Let the teachers who feel that their recitations are slow and dull, seek the cause first of all in their own lack of preparation in one of the two lines mentioned.
b. The teacher's attitude toward his work.—If the teacher looks upon teaching as a mechanical process; if he looks on the recitation as "hearing the class recite"; if he realizes nothing of the opportunities and responsibilities connected with teaching children, then he can command little interest and no enthusiasm. If, on the other hand, teaching is to the teacher a joy; if he loves to watch the minds of children unfold; if he rejoices in his opportunities and responsibilities as a teacher, then he is sure to develop an interest which will soon intensify with enthusiasm.
c. The teacher's health.—All have experienced the mental depression and lack of interest in things which comes from over-fatigue. The most interesting occupation palls on us when we are fagged, or when our vitality is low from derangement of health. A case of indigestion may sweep us out of our usual cheery mood into a mood of discouragement and pessimism. Frayed nerves and an ill-nourished or exhausted brain are fatal to enthusiasm.