The Bedford gazette. [volume] (Bedford, Pa.) 1805-current, 1862-06-06
RECITATION,
No. 6.

The Topical Method is the second of the
thrce general methods mentioned in for
nsr article. 1t differs from the Interroga-
tive Method by not proceeding in the form
of question and answer. Instead of asking
question, the teacher assigns topic or
certain part of lesson, which the pupil is
to recite without further aid or remark. For
instance, suppose the lesson to be nouns.
BY either form of the Intcrfogativc Method,
questions would suggest themselves some
thing like these: What is noun? what is
common noun? aproper noun? What are
persons? what is the first person? the Sec
ond? the third ? and so on, through num-
bers, gcnders and eases. by the Topical
Method all these questions are answered by
the pupil, but none Of them are specially ask
cd by the teacher: he simply says, 'sclass-
es of nouns," and the pupil names and de-
fines them; persons" and the pupil tells
all about persons; ''genders," and the pu-
pi does the same of genders; and so on
through numbers and eases. These exam
lfes arc given as Illustrations. OF course
the topics may be long or short, to slit the
Lesson, the capacity of the class, or the wish
es Of the teacher. In a review of the def
nitons of Etymology the teacher may say:
''articlcs, and require the pupil to rccitc all
of articles ''nouns," and require the pupil
to do the same of nouns. Or, if he prefer
it, he may divide the noun into six topics
giving one pupil classes of nouns; another,
persons; another, genders; another, cases
4
The application Of the method to other
branches is equally simple, and will suggest
itself without examples.
This method is not suitable for young pu-
pills: only advanced classes can use it to adj
vantage. 1t requires power of concentra-
ton, classification, and connected thought,
seldom found in beginners, or even in the
best classes Of many of our public schools.
We have already said that no one method
can suit every age and capacity; but that
methods must be chosen with careful refer
cnce to these. The remark is especially
true of the one now under discussion. If
applied to students equal to its difficulties, it
is, in nou opinion, the very best method desert
bed by any writer; but, if ignorant and stupid
teachers try to use itwith all grades Of put
pills, it is the very worst ,ihat can be con-
ceived.
There is much more suggesedto the pu-
pi', by asking the questions, in detail, as in
the several varieties of the Intcrrogative
Method, than by simply assigning topic as
in this: consequently, pupils who make a
very good recitation by the former, might,
at the same time, make very bad one by
the latter. Hence good topical recitation
should always be taken as evidence of more
thorough preparation than recitation, c.
qually good, IN which the questions are ask
ed in detail. And this is precisely why be-
ginners canpct recite by the TopicatAlethod.
They are not capable of such thoroughness,
and cannot be- until they have slowly gain
ed the requisite strength OF mind, What
this requisite strength may be, we shall not
pretend exactly to define. 1t is, perhaps,
impossible to do SO. The circumstances of
each particular Case, must guide the judg-
ment of the teacher. If he be earnest and
thoughtful, he will not 60 far wrong; if he
be not, no special objections can save him
from rltinous mistakes.
tits often good plan, for one or more of
the class, to write an analysis of the lesson
on the black board, in neat and formal Or
der; which may then be followed in the re-
citation. Some object to this on the ground
that it aids the pupil, and that many who
make fair recitation, with such aid, would
utterly fail without it. 1t is true that eve
ry kind of analysis, or diagram, has ten
dency to bring down this to the ease Of the
lntcrrogative Method, by suggesting much
that the pupil would not otherwise think of.
But it is often advisable to somewhat soften
its rgor, even with the best of classes; and
the plan here suggested is perhaps as good
as any other. The teacher should not for
get, however, that he will often owe a good
recitation to this expedient, instead of to
that careful preparation which he has right
to expect.
We have already said the chief objects
OF recitation are: to enable the teacher to
learn how well pupils have prepared the les
son; to afford him an opportunity to explain
difficulties; to fix the lesson moro indelibiy
IN the pupils mind; and to cultivate the pow
ers of expression: and that methods will be
valuable just in proportion as they attain
these objects. In more general sense, we
may say they arc valuable just in propor-
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