Mineral Point tribune. (Mineral Point, Wis.) 1869-1938, 1890-01-09
The Recitation.


whether we regard the prime pur
pose Of the school a. mental or moral
instruction and discipline the f0r,la
ton OF character, or the manual skill
that shall aid in securing a comtorta-
bic livelihood the recitation is that
about which center all the activities OF
school life, giving it success or stamp
ing it with failure.
The recitation is the controlling in
fuence. determining the length and
character of the lessons, the manner Of
their preparation, the conduct of the
pupil. his hours Of study. bis interest
in school and his regard for his teacher.
and giving the color, the value, TO all
his school days, his waking and his
sleeping hours.
In the recitation, too, the teacher
gives proof of her calling, or shows h5I
unhtness for her position, Here is dis
PLAYED the life Of the school. and here
is decided whether the school shall be
a means of growth and development,
or a source OF unworthy motive, or
false aims, and iGnoble character.
In the college and university, with
more mature minds and more definite
purposes oil life. with habits Of thought
and investigation already formed, the
literary or philosophic lecture. or the
scientific dissertation may fulfil their
purpose: but in the public school, in
GLIDING the high school, the skill and
power OF the teacher find their best eX-
preston in the well conducted recita-
ton.
In the right recitation should be
sought and BY some means secured, the
close and fixed attention Of each and
every pupil. TO it he should come as
a seeker, a discoverer of hidden treas
ure. Every power should be awake,
the interest aroused 70 get some clue
to assist him in his future search, some
data to verify the conclusions OF his
own efforts.
But this fixed attention, this keen
thought and close reasoning, however
secured and however pleasing and In
spring it may be, is work. and the
stronger the magnetic force, the more
exhaustive the effort. Mental effort,
like physical, has its limits. An hour
Of recitation, discussing topics of inter-
est enlivening the dry statement with
lively illustration, should have had
quite as much time for preparation.
No lessons Tor home study in the
primary grades should be possible, and
little ia the grammar and high school
grades. The hours before and after
school are little enough for healthful
growth, for becoming acquainted with
the inner and outer duties of home and
real life, aud for that knowledge above
and beyond all school instruction
which every boy who is a boy, must
have, and for which many girl might
barter many Of her requirements III
music and drawing.
Closely connected with this home
study is associated in my thought au-
other practice, once common, which
can hardly be too strongly condemned,
the practice OF keeping after school, Of
making education a punishment. that
ruinous resort of the incompetent.
To secure the close. untiring atten-
ton. there must be in the mind Of the
teacher a clear conception of what is
to be done, that ambition may not be
dulled and curiosity extinguished by
misdirectcd effort and fruitless en-
deayor. A thorough knowledge Of the
subject much beyond the limits of the
lesson, will save from many fruitIess
depression and wearisome repetition.
OF quite rs much importance, too, is
knowledge Of the character OF those
with whom she has to do, their powers,
dispositions, and habits.
What an opportunity the recitation
furnishes for implrting information.
for giving the pupil an insight into the
rich fields Of literature science his
tory, and real life. In the reading of
a class are the possibilities of liberal
education, of an art and a culture be-
yond what the graduates of high school
and college often so carefully enfold in
their diplomas
For the true purposes of the school,
the best, If not the only efficient means.
are found in the oral recitation. Tho
written exercise in such favor fifty
. years 400 is in no true sense a recita-
ton, and is destitute of almost all the
benefits sought in the recitation.
/ have spoken little Of methods be-
cause there is no best method. There
are certain underlying principles that
eAbNlQ Always tDUtIOt, anu certain
things to be forever avoided. Nor
should the same method be followed at
all times; now the topical method, now
the short question and answer, the pu.
pill now feeling his way along thought.
fully. carefully and now prompt with
the rejoiuder.
But always there should be a ten.
I dency a nearer approach to a distinct
enumeration, correct language, pleasing
tones. Nor are ease and grace 81
manner to be forgotten. as shown in
rising and sitting or In walking across
the room, in standing, holding The
book, and handling the pointer Little
things all, but as attractive. in the
school as in the home, and having :
larger influence on the character than
is often imagined, and almost iuseper.
able from those kindly relations be-
tween teacher and pupil without which
no school can attain to its true position
as an educating, ciyiizing institution.
Rare Thoughts.
Below are few thoughts culled from
an address delived 10 the Iowa teacher: