The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1886-07-15
5THE observation-disclosures. i

We conceive the purposes of the reci-
Istation: to. be-: i. I.
ri 10. ascertain what ideas the pupil
has offtbe subject. =:
Tof5correct improper OF incorrect
ideas of the sub bject. ~;
g. To Interchange ideas.
|sge4: To drill in use of language.
s. To impress more firmly important
f5ideas.
Is, To ascertain,the pupils capabilities.
To awaken and increase enthusiasm
in study.
IS !It SIS of the utmost Importance to the
Teacher to know Just achat the pupil
thinks concerning a subject, and to; know
whether the thought which he may ex-
press in language of the text is really the
same thought to him. #
The first purpose of a recitation ZEN,
| lis to know what the pupil positively
knows about his lesson, ,and in doing this
the teacher will find out what; he does
mot know. Often much valuable time is
|Elost. in The recitation by assuming that
The pupil knows what at length to the
c,r1 sorrow and oftentimes discontinue of the
teacher he does not know. The skill of
q teacher is displayed very largely in
finding ont precisely how much q pupil
Sno,os and then in leading him carefully
ftosee what he has before been unable TO-
see. - ~: s.. q s..,s -
Having found out that there are mis-.
taken ideas as we'll as correct ones, lt
Isthen becomes necessary toslead him to
t;sse his error. Do not tell pupil ne has
made a mistake If there is q possibility
of eetting;hi to see it himself. Some
times ;Ethorough explanation by the
teacher: is necessary to save time and to
prevent the pupil from becoming too
much confused, but in most cases in.
.str1ction should be given him il. such
way, that he. will be enabled to- correct
himself. -s;5.
BY interchanging ideas we mean com.
municating ideas from one to another,
the object Of which should be to make q
common stock ofsthe results secured by
each separate pupil research of study.
The object Of interchanging ideas is not
Esoniys to correct q pupil false ideas Of the
Esnbiect, but also, and this is more i'm.
..sai iasi ;,aS - @ o;,ss e so that tba subject NAV
a. nr,sa, nes hafore the class ss seen from many
different standpoints. Some results OF
such.interchangE of ideas must be to lead
q pupil to investigate more widely to re.
spect the opinions of others, and greatest
3ol. - a;dsd u IN any.snbiect ....s,i. -
VIZ Tssrn ss rec;tat;on a. can he and ought to
I.tnsiya = % Js;il1eaysrc;ae in the seeof
~ ennnags inaa9 Pre eminently in this age
HSass han there are SO many things to think
af.s M "a % tsiS .hont wa need those who can
o.aaS asass sn sheir r tSouabts correctly pointed
I1 = enii.conciselv nd nn their first attempt,
srac;tat;on e sio, y;ven IN loose. slovenaly
s,orI.s lsassUn nrs words hepets carelessness il
Mo.Atu -, "a ;nn;tes ron fnsed operation
,nf'tba. ,,fS S ,,entsl MI, activ;ties 81.
~ Tta NJ rac;tat;on ;s. necessarily review
uhan the s,;h;ect matter N is such as can be
lslsornad md scomnrehended by the pupil
, m;thnnt' aid SnrinS- study hours Then
a. .s. ,snch ito nnrnose is TO impress more
!; rn,lv : ;nnortant ideas 'by repetition.
Then! Then the work done ia recitation should
oiwas @ ha he II the nrderin which subject
onto % be investigated and 80 clear as to
i'm nress itself forcibly. ON. the .memory.
- Hothinp oiyes tie earn est. cons sesse.
tions teacher more pleasure than E:el
% able 10 - see the minds of his pupils al.
nond @ and orow strong under his guidance
and a d;rection.. Do YOU with any degree
Sof accuracy know Just what good you
!. in the last month, in the last year?
No better time or opportunity is offered
to guage. the capabilities of your pupilt
than during the recitation. Here the
careful, thoughtful preparation of one
will cause you to see the careless prepa'
4 rat;oni infs another Here the aptness O1