Iron County register. [volume] (Ironton, Iron County, Mo.) 1867-1965, 1883-05-31
Objects of Recitation.

IA Paper BY Prof. C. L. Ebaugh read before
the joint session Of the Arcadia Valley ard
the st. Francois County Teachers Associ-
ations, at Iron Mountain, May 5, 1888.
A child is sent to school to acquire
power and knowledge. To educate is
to develop power; to instruct is to inn
part knowledge. AS an educator, the
teachers function is to develop, ex-
pand, strengthen, and discipline the
powers of the child. Hence, in all
school work we should constantly keep
these things in mind.
The work of the school may be said
to concentrate chiefly in the recitation.
It's manifold influences commingle here
in their greatest intensity. 1t is the
focal point of the teachers labors; he
should, therefore, study to comprehend
its objects, and strive earnestly SO to
prepare himself as to be fully able to
realize those objects.
A failure in the recitation is equiva-
lent to q total failure. Is the teacher
"apt to teach"? Is he ready, accu-
rate, and thorough scholar? Or is he
ignorant of his duties, ill-informed in
his studies, cold-hearted and unfeel-
ing, or passionate and severe? Here,
then, if anywhere, and more than else
where, will the true character be re-
vealed to observing eyes and carried
home to susceptible hearts.
A full and ready mind will always
challenge the respect; generous and
kindly heart will inspire the love of
pupils for their teacher. On the other
hand, ignorance, incapacity, all unfeel-
ing disposition, and a bad temper, can
never fail to dlshearten and disgust
the child, and make a most unfavora-
BILE impression upon his character,
which years cannot obliterate.
The spirit of the school, as whole,
will ever be largely determined by the
spirit that Is infused into it's pupils in
the sharp encounter Of the recitation.
The ability of the teacher to do and to
bear, as well as forbear, is here brought
to the decisive test, and his power to
shape the character of his precious
charge will be made so manifest that
each shall see and feel it either to his
lasting benefit or irreparable injury.
That the recitation has thus its NOR
al as we'll as intellectual uses, is a truth
which every teacher should lay well to
heart. That it is not to be regarded
and treated as mere mechanical
routine, a repetition of words without
meaning, memorized from a textbook,
but that it has definite and rational
aims to be carefully sought and earn
estly pursued, is proposition too evil
dent to require demonstration. There
fore, it may be assumed that the high
est success at the recitation must pre-
suppose on the part of the instructor a
knowledge of it's true theory, with the
intelligence, skill, and industry to real
ize it in practice.
The objects of the recitation are de-
pendent on the objects of education,
which are: first, the edevelopmento of the
faculties; second, the acquisition of
knowledge; third, its wise application
to the uses of life. The recitation must
embrace these objects. Hence, the OBJ
jects of the recitation may be summar-
lily stated to be as follows: ~ To deter
mine the extent and accuracy of the
learners attainn,ents. Each recitation
should show some proof Of new attain
ments, and clearer perceptions. I'm
less it does, it is q failure. All true
progress is necessarily slow; there is
neither royal road nor railroad to the
temple of learning. But some definite
results should be aimed at in each rec
ltation.
(2) A second object of the recitation
is to cultivate the power of concise and
ready expression. The power of ex-
preston is the decisive test Of knowl-
edge. No subject is properly mastered
that cannot be we'll expressed or COM
municated; the best test of clear
thought is clear language. Accurate
expression should go hand in hand
with acquisition, through all the stag
es of learning. 1t teaches the pupil to
know when he knows, and to know
when he is ignorant. 1t generates a
modest self-reliance and intellectual i'll
dependence.
(3) A third object of the recitation is
to determine the pupils habits and
methods of study, and to correct what
ever is faulty either in manner or mat
ter. This object, perhaps, more than
any other is overlooked or neglected.
Man is q "bundle of habits" Educa-
ton is the formation of habits and the
development of character. The pupil
is to be taught how to study, how to
think and act. To correct errors ia the
methods of using the faculties, is the
the best way to prevent errors in men
tai acquisition. To secure precision
and accuracy in exercise and acqusi-
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