The Recitation

by George Herbert Betts

4. Particularly difficult points, or points of importance as a basis for later work, should be especially emphasized in the assignment of the lesson. This will go far toward saving the fatal weakness on fundamental points which is shown in later work by so many pupils. Not having been over the ground before and therefore not realizing the importance or difficulty of the critical points in a subject, the pupils must of necessity be largely dependent on the teacher for such suggestions.

5. Pupils need to be taught to look up and come to understand the allusions and various references often used in history, reading, or other lessons. The younger pupils will often have to be shown how to do this. Therefore such points should be referred to in making the assignment, and any necessary directions should be given.

6. Not infrequently new or unusual words or phrases are encountered by pupils in preparing their lessons, and they are hampered in their study by failing to understand the new terms. The teacher, knowing his pupils, should be able to anticipate any trouble of this kind, and give such explanations or help as may be necessary when assigning the lesson.

7. In case written work is to constitute a part of the preparation, the directions governing what is to be done should be so clear and explicit that there is no possibility of their not being understood, and the teacher's being interrupted next day to explain to members of the class. Much time can be saved for both teacher and pupils, and many distractions prevented from disturbing recitations if this simple direction is followed.

8. If the principles suggested above are followed in assigning lessons, there will be little excuse for a pupil's forgetting the assignment. It will therefore be a safe rule not to repeat assignments for the benefit of careless or inattentive pupils. The teacher who will refuse to be interrupted during recitation hours to tell pupils what the lesson is, but who will reassign the lesson for the pupil at recess-time, or after school, will very soon find all such troubles vanish, and will at the same time be giving his pupils valuable and necessary training in attention and memory.

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OUTLINE

• I. THE PURPOSES OF THE RECITATION
• 1. The teacher and the recitation, [2]
• 2. The necessity of having a clear aim, [3]
• 3. Testing as an aim in the recitation, [5]
• a. The preparation of the lesson assigned, [6]
• b. The pupil's knowledge and his methods of study, [7]
• c. The pupil's points of failure and the cause thereof, [10]
• 4. Teaching as an aim in the recitation, [12]
• a. Give the child an opportunity for self-expression, [13]
• b. Give help on difficult points, [15]
• c. Bring in new points supplementing the text, [16]
• d. Inspire the pupils to better efforts and higher ideals, [17]
• e. Lead pupils into good habits of study, [17]
• 5. Drill as an aim in the recitation, [19]
• a. Drill should be employed wherever a high degree of skill is required, [21]
• b. Drill must be upon correct models, and with alert interest and attention, [21]
• c. Drill must not stop short of a reasonable degree of efficiency, or skill, [23]
• d. Drill must be governed by definite aims, [23]
• 6. A desirable balance among the three aims, [25]

• II. THE METHOD OF THE RECITATION
• 1. Method varies with aim, [29]
• 2. Fundamental principles of method, [30]
• a. Interest is the first requisite for attention and all mental activity, [30]
• b. The natural mode of learning is to proceed from the known to the related unknown, [31]
• 3. The use of special forms of method, [32]
• 4. The question-and-answer method, [33]
• a. When and where to employ the question-and-answer method, [34]
• b. Dangers of the question-and-answer method, [38]
• 5. The topical method, [40]
• a. Where the topical method is most serviceable, [41]
• b. The question of standards in topical recitations, [44]
• 6. The lecture, or supplemental, method, [45]
• a. How the lecture method is to be used, [46]
• b. Dangers from the lecture method, [47]
• 7. The written recitation, [48]
• a. The use of the written recitation, [48]
• b. Dangers in the use of the written method, [49]