This system of instruction consists in assigning a lesson upon which the student subsequently recites. In subjects involving mathematical work, the recitation may consist of the presentation of the solution of examples or problems; but in engineering subjects the recitation usually consists either of answers to questions or of the discussion of a topic.
The question may be either a "fact" question or a "thought" question. If the main purpose is to give information, the "fact" question is used, the object being to determine whether the student has acquired a particular item of information. Not infrequently, even in college teaching, the question can be answered by a single word or a short sentence; and usually such a question, even if it does not itself suggest the answer, requires a minimum of mental effort on the part of the student. This method determines only whether the student has acquired a number of unrelated facts, and does not insure that he has any knowledge of their relation to each other or to other facts he may know, nor does it test his ability to use these facts in deducing conclusions or establishing principles. Apparently this method of conducting a recitation, or quiz as it is often called, is far too common in teaching engineering subjects. It is the result chiefly of the mistaken belief that the purpose of technical teaching is to give information.
The "thought" question is one which requires the student to reflect upon the facts stated in the book and to draw his own conclusions. This method is intermediate between the "fact" question and the topical discussion; it is not so suitable to college students as to younger ones, and is not so easily applied in engineering subjects as in more general subjects such as history, economics, or social science. It will not be considered further.
The topical recitation consists in calling upon the student to state what he knows upon a given topic. This method not only tests the student's knowledge of facts, but also trains him in arranging his facts in logical order and in presenting them in clear, correct, and forceful language. (1) One advantage of this method of conducting the recitation is that it stimulates the student to acquire a proper method of attacking the assigned lesson. Many college students know little or nothing concerning the art of studying. Apparently, they simply read the lesson over without attempting to weigh the relative importance of the several statements and without attempting to skeletonize or summarize the text. The ability to acquire quickly and easily the essential statements of a printed page is an accomplishment which will be valuable in any walk of life. In other words, this method of conducting a recitation forces the student to adopt the better method of study. (2) A second advantage of the topical recitation is that it trains the student in expressing his ideas. It is generally conceded that the engineering-college graduate is deficient in his ability to use good English, which is evidence that either the topical recitation is not usually employed, or good English is not insisted upon, or perhaps both. (3) A third advantage of the topical recitation is that it trains the student in judgment and discrimination—two elements essential in the practical work of all engineers.
Apparently many college teachers think it more creditable to deliver lectures than to conduct recitations. The formal lecture is an inefficient means of either conveying information or developing intellectual power, and hence no one should take pride in it. The textbook and quiz method of conducting a recitation is more effective than the lecture system, but is by no means an ideal method of either imparting information or giving intellectual training. Neither of these methods is worthy of a conscientious teacher. The textbook and topical recitation affords an excellent opportunity to teach the student to analyze, to observe, to discriminate, to train him in the use of clear and correct language, and in the presentation of his thoughts in logical order—an object worthy of any teacher and an opportunity to employ the highest ability of any person. In the conduct of such a recitation in engineering subjects, there is abundant opportunity to supplement the textbook by calling attention to new discoveries and other applications, and to introduce interesting historic references. It is often instructive to discuss differences in construction which depend upon differences in physical conditions or in preferences of the constructor, and such discussions afford excellent opportunities to train the student in discovering the causes of the differences and in weighing evidence, all of which helps to develop his powers of observation and analysis and above all to cultivate his judgment. If a teacher is truly interested in his work, such a recitation gives opportunity for an interchange of thoughts between the student and teacher that may be made of great value to the former and of real interest to the latter. The conduct of such a recitation should be much more inspiring to the teacher than the repetition of a formal lecture which at best can have only little instructional value.
Suggestions for increasing effectiveness of the recitation
The recitation is such an important method of instruction that it is believed a few suggestions as to its conduct may be permissible, although a discussion of methods of teaching does not properly belong in this chapter. (1) The students should not be called upon in any regular order. (2) If at all possible, each student should be called upon during each recitation. (3) The question or topic should be stated, and then after a brief pause a particular student should be called upon to recite. (4) The question or topic should not be repeated. (5) The student should not be helped. (6) The question should be so definite as to admit of only one answer. (7) "Fact" questions and topical discussions should be interspersed. (8) Irrelevant discussion should be eliminated. (9) The thoughtful attention of the entire class and an opportunity for all to participate may be secured by interrupting a topical discussion and asking another to continue it. (10) Clear, correct and concise answers should be insisted upon. (11) In topical discussions the facts should be stated in a logical order. (12) Commend any exceptionally good answer.
Assigned reading
A student is sometimes required to read an assigned chapter in a book or some particular article in a technical journal as a supplement to a lecture or a textbook. Sometimes the whole class has the same assignment, and sometimes different students have different assignments. Each student should be quizzed on his reading, or should be required to give a summary of it. The method of instruction by assigned reading is most appropriate when the lecture presentation or textbook is comparatively brief. This method is only sparingly permissible with an adequate textbook.
Laboratory work