Much depends on the spirit with which class and teacher enter upon the recitation. If the spirit of coöperation is lacking; if the relations between teacher and pupils are strained or not cordial; if the class look upon the recitation as a kind of game in which the teacher tries to corner and catch the class, and the class try to avoid being cornered and caught, then the recitation is certain to be a failure.
Under skillful teaching the pupils should come to look forward to the recitation with pleasure and anticipation. It should be a time when teacher and class work together in whole-hearted, enthusiastic effort, with the common aim of bringing the class to master more fully the matter of the lesson. There should be no feeling that the teacher has one aim and the class another aim, or that their interests are in any way antagonistic; no feeling that the teacher's highest ambition is to catch pupils in errors, and the pupil's highest achievement to avoid being caught. There should be no attempt at bluffing, or covering up errors or points not understood.
Probably the greatest factor in establishing and maintaining a spirit of coöperation between teacher and class is a deep-seated and sympathetic desire on the part of the teacher to be helpful. If his attitude is that of a friend and co-worker, and his criticisms and corrections are all made in the spirit of helping to a better understanding rather than in the spirit of fault-finding, this will go far toward establishing a spirit of coöperation in the class.
This does not mean that the teacher shall be weak, and let mistakes or failures go by unnoticed. Weak teachers are never liked or respected. It only means that the teacher, in making corrections or calling attention to failures, shall manifest the spirit of a helper and not of a faultfinder. It means that no matter how many times a teacher may have to correct or even punish a pupil, his attitude toward the pupil will still be cordial and friendly. There are many persons who cannot correct a fault without having some enmity arise toward the one corrected. But what the teacher needs is to be able to correct, rebuke or punish, and at the same time keep the heart warm toward the wrongdoer. This will not only secure better results from the corrections, but will also foster the spirit of helpfulness and coöperation between teacher and school.
Finally, the class should be brought to see that the school is their school, and not the teacher's school or the board's school. They should realize that failure or low achievement is their loss, and not the teacher's loss. They should feel that their interests and those of the teacher, the board, and the taxpayers who support the school are all common interests, and that only as the pupils do their part will the interests of all be conserved.
V
THE ASSIGNMENT OF THE LESSON
1. The importance of proper assignment