4. In some cases there is danger of confusion in the answers, from the fact that the question may be of such a nature that the answer is long, and may by different individuals be differently expressed. This evil must be guarded against by so shaping the question as to admit of a reply in a single word. In reading large numbers, for example, each figure may be called for by itself, or they may be given one after another, the pupils keeping exact time. When it is desirable to ask a question to which the answer is necessarily long it may be addressed to an individual, or the whole class may write their replies, which may then be read in succession.
In a great many cases where simultaneous answering is practiced, after a short time the evils above specified are allowed to grow, until at last some half a dozen bright members of a class answer for all, the rest dragging after them, echoing their replies, or ceasing to take any interest in an exercise which brings no personal and individual responsibility upon them. To prevent this, the teacher should exercise double vigilance at such a time. He should often address questions to individuals alone, especially to those most likely to be inattentive and careless, and guard against the ingress of every abuse which might, without close vigilance, appear.
With these cautions, the method here alluded to will be found to be of very great advantage in many studies; for example, all the arithmetical tables may be recited in this way; words may be spelled, answers to sums given, columns of figures added, or numbers multiplied, and many questions in history, geography, and other miscellaneous studies answered, especially the general questions asked for the purpose of a review.
But, besides being useful as a mode of examination, this plan of answering questions simultaneously is a very important means of fixing in the mind any facts which the teacher may communicate to his pupils. If, for instance, he says some day to a class that Vasco de Gama was the discoverer of the passage round the Cape of Good Hope, and leaves it here, in a few days not one in twenty will recollect the name. But let him call upon them all to spell it simultaneously, and then to pronounce it distinctly three or four times in concert, and the word will be very strongly impressed upon their minds. The reflecting teacher will find a thousand cases in the instruction of his classes, and in his general exercises in the school, in which this principle will be of great utility. It is universal in its application. What we say we fix, by the very act of saying it, in the mind. Hence, reading aloud, though a slower, is a far more thorough method of acquiring knowledge than reading silently, and it is better, in almost all cases, whether in the family, or in Sabbath or common schools, when general instructions are given, to have the leading points fixed in the mind by questions answered simultaneously.
But we are wandering a little from our subject, which is, in this part of our chapter, the methods of examining a class, not of giving or fixing instructions.
Another mode of examining classes, which it is important to describe, consists in requiring written answers to the questions asked. The form and manner in which this plan may be adopted is various. The class may bring their slates to the recitation, and the teacher may propose questions successively, the answers to which all the class may write, numbering them carefully. After a dozen answers are written, the teacher may call at random for them, or he may repeat a question, and ask each pupil to read the answer he had written, or he may examine the slates. Perhaps this method may be very successfully employed in reviews by dictating to the class a list of questions relating to the ground they have gone over for a week, and then instructing them to prepare answers written out at length, and to bring them in at the next exercise. This method may be made more formal still by requiring a class to write a full and regular abstract of all they have learned during a specified time. The practice of thus reducing to writing what has been learned will be attended with many advantages so obvious that they need not be described.
It will be perceived that three methods of examining classes have now been named, and these will afford the teacher the means of introducing a very great variety in his mode of conducting his recitations, while he still carries his class forward steadily in their prescribed course. Each is attended with its peculiar advantages. The single replies, coming from individuals specially addressed, are more rigid, and more to be relied upon, but they consume a great deal of time, and, while one is questioned, it requires much skill to keep up interest in the rest. The simultaneous answers of a class awaken more general interest, but it is difficult, without special care, to secure by this means a special examination of all. The written replies are more thorough, but they require more time and attention, and while they habituate the pupil to express himself in writing, they would, if exclusively adopted, fail to accustom him to an equally important practice, that of the oral communication of his thoughts. A constant variety, of which these three methods should be the elements, is unquestionably the best mode. We not only, by this means, secure in a great degree the advantages which each is fitted to produce, but we gain also the additional advantage and interest of variety.
By these, and perhaps by other means, it is the duty of the teacher to satisfy himself that his pupils are really attentive to their duties. It is not perhaps necessary that every individual should be every day minutely examined; this is, in many cases, impossible; but the system of examination should be so framed and so administered as to be daily felt by all, and to bring upon every one a daily responsibility.
We come now to consider the second general head which was to be discussed in this chapter.