The Bedford gazette. [volume] (Bedford, Pa.) 1805-current, 1862-05-23
RECITATION, NO. 4.

The a,y0naiScelOalS noethod, is another va
riety Of the general Intewogative method
# differs from the Rotation method by not
having any fixed and invariable order of call
ing on the members of the class. On the
contrary, any pupil may be called on at any
time to answer any question, and no one
knows until after question is asked, who
is to answer it. Many teachers destroy the
peculiar excellence of this method, by first
naming the pupil to answer, and then ask
ing the question. The true plan undoubt-
edlv is TO first ask the question, and then,
by nod, or look, or word, designate the pu-
oil who is to answer. Thus all must pay
dilgent attention or run the risk of failure
if called on.
1t will readily be seen that this has some
advantages over the rotation method. No
ono can by any possibility tell beforehand
what part of the lesson is likely to fall to
hlm in recitation, and, consequently, all
must prepare the whole lesson. Nor can
any one be inattentive during the progress
of the recitation without detection. For the
teacher, not being confined to any fixed rou-
fine, but free to put any question TO any pu-
pil, may startle into attention those who per-
nit their minds to wander, by asking them
questions when they least expect it. Again,
besides compelling each pupil to prepare the
whole lesson, and give close attention to the
whole recitation, this method leaves the
teacher free to suit the questions to the a.
bility of each pupil respectively. Lessons
I al 10 t/,5 III
aty of the class. This will make them quite
easy for the best in the class, while the more
backward may find them difficult and be un-
able to learn every part perfectly. The
teacher will OF course know-at least he
shoHd-thc mental strength and peculiari-
ties of each pupil; and he can tell almost
as well before asking as after, who can an
swer question and who can not. This be-
ing the case it can do no good, and may do
harm, to mortify the sensitive by asking
them questions which the teacher is already
sure they can not answer. Indeed, this
should seldom be done, unless it be neces-
sary to show the class and the delinquent
himself, that he is thoroughly understood by
the teacher. But, in the rotation method,
If can not be avoided Each pupil must
take the question that falls to his lot. In
this, the teacher is bound by no such iron
rule. The sensitive, but backward pupil,
needs not be hurt by too difficult questions,
nor the confident or conceited spared by too
easy ones.
This method is, perhaps, capable of more
general application than any other variety
of the mterrogativc method. 1t seems G.
qually suited to all branches of study and
to all grades of pupils. 1t has come rapid
~ into use in the common schools within
the past few years, but it is still too little
used; and in some parts Of the state it is
almost unknown. 1t should displace those
miserable methodist naetdOdS they can be
called--which still disgrace both school and
teacher in so many districts and counties.
We shall describe only two other varie-
ties Of this general method: The Concert
method and the Silent method. OF them
in our next.