The Birmingham age-herald., 1908-11-22

for making the minimum of preparations; for using unrevised material; for yielding to a dsnclination to labor; for reading the productions of others.
 The lecture method with teacher who has ceased to grow offers greater free dom from exertion than does the recita- tion method. If there is to be no dis cusJion or questioning by students, no eff fort toward individual instruction, If stu dents are to be taught en masse, an indo- lent professor as he progresses in lndo- lence will cease to make adequate prep aration, and finally come to the point of using the same data unrevsed from year to year. Some may be present who can recall the professor whose manuscripts bore the earmarks of age. To such a teacher the lecture method is most invit- , ing.
 It seems to be a natural weakness of man to follow lines of least resistance, to d no more than is required. and if en- couraged to fall into the love of ease, the habit of idleness; and there Is no good reason to believe that the average uni versity professor is an exception to this widespread human infrmity. Under the influence of the lecture method some have been known to fall victims of a disnclina- ton to mental and physical exertion. To lead students up the Mount of knowl- edge is an arduous task The lazy man should not undertake it.
 Live instruction.
 The lecture makes possible live tnstruc- ton by living men. Such instruction is most important but the same kind of in struction may be administered in greater measure through the recitation. 1nstruc- ton with the textbook as basis is more concrete than abstract lecture exposition, which permits the student, if, indeed. it does not encourage him, to neglect inde- pendent reading investigation task work, and acquisition.
 The recitation brings the teacher inevi- tably into close persohal contact with in- dividual students, thereby enabling, if not compelling, him to know their peculiari- ties. their powers, and their weaknesses, Personal contact develops that which is best in both student and teacher. With out individual teaching there can be lit tie of the supreme end of education. namely. the development Of Inspiration and ambition and enthusiasm and ideal ism and determination and hope and love and happiness.
 The teacher who ignores the essentials of the recitation is a llfeless teacher, dis couraging and dwarfing and paralyzing to the student
 UtiIizes the Ear.
  the recitation by the ear and the eye. The e--e can re-read; the ear must hear again The requirement of knowledge through the sense of hearing only tends to create a receptive and passive attitude of mind rather than to stimulate to ac- tive and recreative effort. It Is not con 6ucive to vigorous private study and re- faction. "The remembered lecture Is vastly inferior to the mastered book"
 Class Organization.
 The lecture neeesstates class organiza- tion. and this is good, for the advantages of class instruction over the form of teaching employed by the private tutor are enormous. The teacer possesses no more effective means for efficient service than those supplied by the class organlza- tion
 The slSillful class recitation leads the students to see the meaning of the lesson. not only through their own minds, but also through the minds of author. teacher and fellow students. This operation