The Potter journal. [volume] (Coudersport, Pa.) 1857-1872, 1861-02-28
TERMS -$l.25 FER AMMUM.

T. Well, when you wish to add frac-
tions of this kind they must be reducedl
to common dtnoninator, uust they not?
p. Yes, sir
7. Very we'll: Now to reduce frac-
;ious to a common denominator, you must
multiply all the demominators together
for new dcnomiuator, must you not
z. Yes, sir
I. Well then to find the several nu-
mera,ors, don't you have 10 multiply each
one by the product Of the dcnominators,
except its own?
2. Yes, sir.
T. Then to add, you must End the
sun OF these, must you not?
p. Yes, sir.
I. And then you place the common
denomiuator under this SUN, do you not!
p. Yes. sir.
T. Very eel! That aciU do.
Here not one of the purposes of recita..
ton are answered, and the sooner such
SYSTEM is abandoned by any teacher who
uay be practiciug IT, the better tor his
school.
When "reciting By sections" the teach
or asks no questions, but requires the pu-
pil to rise and repeat the substance of the
lesson, article by article. -
Though excellent IN some respects. it
has its objections. When followed too
closely it attains but one of the ends pro-
posed, that of examination. Besides,
scholars sometimes fali into the habit Of
reciupg words without ideas. | knew
young nan to learn book Of 400 pages
through, and recite it accurately article
by article, and yet who confessed he did
not understand anything about it. Un-
less the text book is very systematic and
logical, the pupil is liable to connect this
or that idea with a particular section, and
not perceive It's just relation to the sub
ject III hand, HE plan is good one for
some studies, aud some classes of schol-
ars, but like other good things, is some
times used to excess, and often resorted
to by ignorant teachers to hide their own
deficiency | remember such teacher
whose only question was. "Well, what
does the author say next" He esteem
cd repeating al unimportant note, or Sec
tion Of irrelevant, matter as highly as fa-
niliarity with the principles of science.
Explaiuatlon or instruction, he never at
tempted. Other teachers are liable to
fall into similar errors when pursuing this
system too closely Another method
called the topical" is coming into use,
and is excellent fer ali except the shall
est pupils.
The teacher announces topic as the
subject Of the lessen. If the subject is
extensive 1t is sub divided. The class
understand that they must acquant them
selves with the whole subject, and recite
without qIestions, each one having GER.
tain amount Of time in which to treat of
the subject. When called to recitc, the
scholar defines the terms used, gives an
analysis or outline Of the subject and ex-
plains each point in full The members
are expected to criticise each other upon
tue lnauncr Of reciting, style of express
lon, tullness, accuracy, pronunciation &c.
After the class have given their views
and criticisms, the teacher mentions all
the omitted points, explains those not
thoroughly understood, aad gives them
such information as they are not likely to
meet with in their text books Then lie
assigns new lesson, and perhaps gives
them tie outlines. lie should always re.
move such difficulties as they would not
be likely TO surmouut, and point out the
true sources of information. Students
thus become logical. systematic and thor
ough, and seldom mistake words for ideas.
They cultivate a taste for original inves-
legations, acquire desire 10 know the
tr'!th, aud are more ready to obey it.
j. \. COOPER.
ULYSSES. Jan. 7, 1861.