The Highland weekly news. [volume] (Hillsborough [Hillsboro], Highland County, Ohio) 1853-1886, 1873-03-13
b. from the Ohio Ed Monthly
The Object of the Recitation.

j.. from the Ohio Ed. Monthly.
The Object of the Recitation.
Before the teacher can successfully
hear classes recite, he must under
stand the object of the recitation.
There are several reasons why papils,
after they have learned lesson
come into the presence Of the teacher
to recite it. I wish to notice the four
principal reasons.
1. EXAMINATION. The recitation gives
the teacher an opportunity to ascer-
tain whether the pupil has learned
the lesson or not. The teacher as
signs the class a lesson or task. In
the school-room or at home they work
upon it. The recitation tests their
work shows whether they have really
mastered it or not The teacher, by
appropriate questions, ascertains what
they know about the subject If this
were the only object, the teacher
could dismiss the class as soon as he
was satisfied in his own mind that
they had learned the lesson.
2. EXPLANATION. When the teacher
gives out lesson for the next day, it
is sometimes necessary to explain
difficult points in it. Usually, how
ever, it is best to leave difficult points
for the pupil to work out with the
help of such explanations as are Civ
en- in the book. When the class re-
cites, the teacher should explain those
points which, after sufficient amount
of study, are not clear to the class or
to any one in it. However clear any
explanation which the textbook may
give, it can not anticipate and provide
for every difficulty in the pupils mind
The teacher can stop Just where the
difficulty arises and expand on that
point, turning it over and over and
illustrating it in various ways, until
it is clearly seen by the class OF indi-
vidual. The teacher, however, should
constantly encourage the class to
master every difficult point by their
own unaided efforts. If they rely on
the teacher to make every thing clear
to them, nothing will remain clear in
their minds. Generally, too, they will
not understand class explanations un
less they have studied the subject
previously.
8. INSTRUCTION. The recitation gives
the teacher an opportunity to supple
ment the textbook by silch additional
| instruction as is needed. If he has a
good stock of general information, he
will be able to communicate many
things and facts, bearing on the sub
/ iect studied, which are not found in
the textbook; and such information
will be remembered by the pupils, be-
cause it comes fresh from the teach
er's lips and is not found in the text
book. Some studies give wider
scope in this direction than others
In teaching geometry, there is but
little to be said aside from what is in
the book. In geography great deal
can be said, for the reason that chang
es are constantly occurring in that
class of facts taught in geography.
Wars are waged; state boundaries
and capitals are changing; popula-
ton is increasing or diminishing
cities are burned; canals are dug
railroads are built; forms of govern
ment are changing; new discoveries
are made, &c. The teacher should
keep himself informed Of all these
things. He should be up with the
times; and if the textbooks are be-
hind the times, he should supply Their
defects. Some teachers carry this to
extremes There is danger'of this, il
one is self-conceited and vain because
he knows something that the book
does not tell. Many teachers almost
ssaconsciouszy feel that what they dc
not know is hardly worth knowing
and that what they do happen tc
know is of great Importance.
4. EXPRESSION. This is very i'm
portant object of the recitation. By
many teachers it is almost entirely
overlooked. The pupil should becon
stantly cultivating the power of clear
ly and accurately expressing his
| thoughts. His influence over others
will depend much upon his ability tc
cypress himself. In common conver
}. sation, in writing letters, in schoo
meetings, and under numerous othel
circumstances, he will need this pow
er. The recitation affords unusal ia
cilities for its cultivation. If a pupi
: says, 'I know, but can't tell" h'
should be informed that it is a par
of his work to learn to tell what ht
knows. Every time q pupil recites
he should make little speech. i
may be short, consisting OF but one
sentence, or it may be several min
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