The Bedford gazette. [volume] (Bedford, Pa.) 1805-current, 1862-05-09
RECITATION, NO. 8.

We arc TO speak next of General Methods
of Recitation;' and by these are meant such as
are, for the most part, applicable to all branch
es alike. We are aware that some educational
writers have classed the same methods as ''spe-
cic," hut we have never been able to sec their
reasons for so doing. If some methods are gen
cral in their character, and Others specific, we
take it, those of widest application are most
properly called general, (beeging Mr. Ogden's
pardon) while those suited to one or two branch
es may be properly termed ''spccifc."
All methods should be selected with reference
to the age and capacity of the pupil. No one
method can suit all ages and all capacities. The
very,best method for advanced pupils may per-
haps be the worst for primary classes and this
is equally true Of pupils of different capacity
and attainment, whether they are of the same
or different age. An attempt to transfer the
methods of the college or academy to our pub
lie schools, has too often caused disastrous fail
ures Let the method be suited to the age and
! capacity of the pupil, and any method that does
not do this isJa@. Whether it is thus suited ornot
can, of course. be determined only by our know
ledge Of the human mind and its different capa-
cities at different stages of its progress.
There has not been in any English book, un-
til quite recently, we think, any formal cassiii-
cation of the several methods of conducting re-
citation in general use. Several authors have
| spoken loosely and illogicaly on the subject
Mr.. Page, in his 'rheoly and Practice of Teach
ing"-a work that cannot be too highly praised
| for the spirit that pervades its neither clear
nor explicit He heads a chapter with "Right
| Modes of Teaching" and devotes nearly all of
it to what he considers as,ong modes. Another
ci,aptor us,tier tn Aarta ssCa.al,,ot;es Isaeitn-
tions," is entirely devoted to discussion of the
qualifications that every teacher should possess
| in order to conduct rccitations well These chap
tcrs are excellent in themselves, but their titles
are carelessly chosen and inappropriate. Many
other educators have written as loosely, but time
viii not permit us to point out errors Mr..
Ogden has, however, in his ''Science Of Educa-
ton and Art of Teaching" given classification
/ which seems to us at once simple and accurate.
| Every possible mode of conducting recitation
may, with sufficient accuracy, he classed under
one of three general methods; and however nu-
merous or different the varieties, it will be found
that they are all rcfarable directly to one of these
or else made up by combining two or more.
TIE IvrERRoGAmvE MEIIoD-In this we
mean to include every variety where the teacher
asks the questions and the pupil answers them
1t is the method III most general use, and in ono
or another of its varieties may be used with al
grades of pupils 1t assumes several varieties
some of which we shall briefly refer to-
First: The consecutive or rotation variety
the questioning begins at the same place in thC
class, and proceeds in regular order, until each
pupil has been asked questions; and then be
ginning at the same place again, goes around
the class in the same order. Such was the goot
old plan of Graphing for the head of the spell
inc class This kind of recitation is much used
too much, we fear, although it has its merits az
well as its demorts. 1t has the advantage o.
order and systematic want Of which makes 81
MANY school-rooms scenes OF confusion. Thest
commend themselves to every mind and com
pcnsate for many defects. 1t also more readily
than any other, allows pupils to compete for th'
head of the class, so chat the most worthy may
always occupy the post of honor, thus enabling
the teacher to appeal most eticctuaily to emula
ton as an incentive to study 1t may be urget
against this variety, that it does not compel th'
close, undivided attention of every pupil to th'
whole recitation. When pupil has once beer
called on. he is sure not to he again disturbed
till the questions have run the circle OF thoclass
lie may thus relapse into inattention, and onl,
wake up and pay attention to what is going o.
when the questioning again reaches bis vicinity
Another serious fault IS that it does not com
pei every pupil TO learn the whole lesson.
the recitation proceed in the order OF the book
as it usually will, pupils may soon learn to tel
, beforehand what part will be likely to fall t
them and by preparing this they may easll
make a fair figure in the class, although the
| know nothing of any other part. Thus a temp
tation to dishonesty is presented which even tn
. well-disposed may not entirely resist, while tn
e dishonest will avail themselves Of the chance
e cheat without scruple.
: It will be seen that, owing to these two faults
!. the teacher may, and probably will, be unabl
TO ascertain accurately, the degree OF prepara