The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1882-02-03

thoughts WHICH ndV6 Deon overlooked
or omitted in the recitation; second4y.
it is useful in conducting reviews and
examinations.
HOW TO PUT QUESTIONS.
But the teacher must exercise special
care as to the manner of putting ques-
tons. 1st. lie should never ask lead
ing questions, such as will suggest to
the scholar the answer. I'd. He
should always put the question to the
class before he calls up the individual.
so as to secure the attention of all.
And while he should have special re-
gard to the matter, form, and mode of
his question, he should also see that
the answer is confined to the question,
is concise and logical, and given in cor
rect language. This habit of criticism
will secure accuracy of thought and
expression and impart positive knoWl-
edge. 1t is opposed to that loose and
vague method of study and expression
which results in mental anarchy and
confusion.
VALUE OF WRITTEN EXAMINATIONS.
Written answers have the advantage
over verbal that they bring the scholar
under rigid examination in other de-
partments of primary instruction. A
written answer exposes his penman-
ship, photography use of capitals,
punctuation, and forms of expression.
Hence, this method of examination
should be practiced as often as time
and circumstances will allow.
THE USE OF LECTURES.
Lecturing is another method of in
struction which has it's uses and
abuses. A lecture by the teacher
should never be substituted for a reel
tation by the class. These exercises
are separate and distinct in their aims
and results. Many teachers suppose
that the measure of their ability as in
structors is the power they have to ex-
plain and talk before the class, and
hence they spend the most of the hour
assigned to recitation in the display
of their own gift of speech. But in
the recitation room the good teacher
has but little to say. His ability is
Tested by his silence more than by his
loquacity; by his power to rouse and
direct the activity of his pupils more
than by his own actions. But there
are times and places for familiar and
studied lectures, and the object to be
gained is two-fold, viz, to impart in
struction and to give variety and fill
up the vacant hour. And they should
be employed to accomplish another OBJ
ject: to discipline the pupil in the hab-
it of listening. He may acquire cor
rect habits of study and accuracy and
1uency in recitation, and yet be a list
less nearer. He must therefore be
educated to listen, and this can be done
in no way so well as by requiring the
class to hear the lecture and to repeat
in recitation in their own language
what was communicated or eXplaine d.
THE PURPOSE OF ALL EDUCATION.
But, after all, independent topical
recitation is the true method of instruc.
ton, whenever the subject will admit
of it. This will appear when we con-
slider that the end of study, recitation,
and instruction is not the attainment
10 knowledge, but discipline. The re-
suits of education are illustrated, not
by the golden cup filled to the brim.
but by the swelling bud developed into
blossoms and ripe fruit through the
genial influence of light, heat, and
moisture. Education, then, is not the
storing of knowledge, but the develop
ment of power; and the law of devel-
opment is through exercise.
| Study and recitation are the princi-
pal agencies to be employed in the pro-
cess Of training. Instruction is useful
and important only so far as it secures,
directs, and controls earnest study and
careful recitation. Any system of in
struction, therefore, which awakens
the motive or removes the necessity of
laborious thinking and Independent ex-
preston is false in theory and ruinous
in practice. Hence / condemn the
drawing out" and pouring in" sys-
tenn, it either is the only or principal
one adopted.
HOW TO RECITE.
AS recitation is wholly the work of
| the scholar, he should recite indepen-
IDENTIFY, and, as intimated, topically,
lWhen the subject will admit of it. Cap
tions, definitions, tables, and fixed rules
should be accurately recited in the
words of the author, but every other
kind of lesson should be expressed in
the pupils own language. In this way
the mind becomes a depository of
thoughts, instead of mere words and
signs, and power is gained to express
them accurately and logically. And
the recitation should be made stand
ing, that the pupil may be brought out
prominently before the class and &C
quire the habit of thinking and speak
ing in that exposed position. This will
give him confidence and self control.
But some thoughts cannot be expressed
in words; these must be drawn out in
figures, diagrams, and maps. Again,
the skilful teacher will adapt his in
struction to the capacity, attachments, |
and dispositions of his scholars. Some
are bright and some are stupid; some
are timid and some are bold and some
have enjoyed better advantages than |
others at home and abroad. Now, |
each of these classes require special |
training. and that teacher alone is |
wise and can hope to be eminently sue
cessful who is able to adapt his treat
ment and instruction to the wants of |
all. Every mind must be tasked to be
educated; and hence each scholar
should have just such lessons assigned
him as he is able, by the greatest exer-
ton, completely to master. The dull |
scholar should have few lessons at the |
same time; the easy scholar more, each |
according to his ability to learn. Dis
cipline is the END in view, and nothing
can supply the place of it. Mere schol- |
arship does not make the man; genius,
even, needs culture as well as stupid |
ity.
RECITATION MARKS NOT THE FINAL |
TEST OF ABILITY.