The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1871-06-15
EDITOR
PREPARATION FOR RECITATION

emu Oh STUDY, IL IL TEST OI WOrh uOue'
1t discloses the pupils fidelity. It re-
veals how the subject lies in his mind,
mapping it out in all its bearings 1t
marks out the teachers immediate work,
by showing what is lacking to thorough
comprehension. Skillful questioning is
an aperture through which he looks in
upon each mind before him. To the
pupil also, recitation is test by which
to measure his own requirement. It
brings him into a consciousness of his own
deficiency A recitation is faulty which
fails to develop fully all the pupil has
mastered, and awaken further thought and
inquiry than the statements and applica-
tions Of the book AS often conducted it,
is simply discipline oEthe memory, and
this net of the highest character. Com
hitting words and formulas, with no
conception of their significance, is of
very questionable utility. But when a
principle enters into vital assimilation
with the mind, it is not only lucidly un-
derstood, but also permanently ingrafted
in the memory.
In order to render recitation a season
Of thought and training of judgment, a
thorough preparation on the port Of the
teacher is requisite. It may be possible
for some to go through with their allot-
ted daily duties in six hours. None
however, who hold any just appreciation
Of the nature of their work, and their
obligations, will proceed upon so pre-
sumptive theory. The most successful
are the hardest workers, both in and out
of school. A proper preparation involves
patient toll, research and meditation.
Each days work should receive careful
attention beforehand, in complete detail,
so far as it is possible to anticipate
This fills the mind afresh with each sub
ject. 1t recalls forgotten items. It
clearly defines the prominent features of
interest, the central thought, the salient
points. It prepares the way for illustrat
ing, dividing, simplifying the lesson II
affords different standpoints for viewing
1t, and suggests practical applications
from daily experience. It will lead t.
systematic QUESTIONING, from clear per-
ception ofthe end to be reached. There
will result a peculiar freshness to his
treatment of a subject which cannot fail
to awaken an active. thoughtful interest.
and stimulate further questioning.
Verbatim reci1ations are not infrequent.
" insisted upon. A diversity of opinion
prevails concerning the ad7isability OF
this practice Certainly an understand.
ing Of principles should take precedence
Of all else. When the pupils knowledge
had been made manifest, the teacher will
illustrate further if necessary. He can
not do this too wildly nor is there dan
ger too great simplifcation. Often an
entire or partial explanation is advisable
at the outset. Numerous examples and
frequent reviews are essential as means
Of rendering the principles a permanent
possession. Especiallyis this necessary
with such branches as Grammar, Arith-
metic, etc.
Reading exercises furnish fine fields
tor stirring up thought This is par.
tlcularly the case with younger pupils.
While the reading itself should not
suffer from multiplicity of extraneous
topics, it will receive a more correct rem
oerlng from an Intelligent understanding
OF the sentiment, The meaning of words
should receive attention Historical and
classical illusions Biographical and
geographical sketches-au these should
enter into the preparation of the teacher
ard pupils sufficiently advanced. This
will bring into constant requisition the
dictionary, library and all available
sources of information
Itmay seem that undue stress is laid
upon the teachers preparation, but it
cannot be urged with too great emphasis
4t IS absolutely essential to a faithful dis.
charge of duty. It savors of an over
Weenlng confidence to extemporize all
these processes. By exercising individual
skill, studying the art of presenting
truth, the work, instead of inclinino to
monotony will grow in interest, and
Orlng IN return, culture of the finest
nature. e.
The picnic mentioned Loot NIL