The Republican journal. [volume] (Belfast, Me.) 1829-current, 1912-05-30
Teacher and the Recitation

!, Superintendent Alonzo ]. Knowlton
ORE, II read at the annual meeting of the
: 81 psl County Teachers association in Win
VAR nort May II, 1921
l'f .,nsidering this topic, we have two
gl, lfs which are in a way distinct yet
:an{T- related-so closely that they are
ls%s separated and to which the
~ dsvotes much of her time in
~ seton fos the recitation. 1t, will
T lire be necessary for our discussion
~ iProted largely to the teacher in
p Ffqrpnt phases of her daily tasks,
70 ,b4 recitation as period in which
\ n. are to be tested and new tasks
~ ,e4cher is about to open her school
ls., e5nfronts her first? The daily
,rlro. This is an Important part, yet
n KHAN t9ygotten till the school opens
N uaae out at the close of the first
S' .gsond Jay. There should be pro-
q : ion the first day as well as others
g9 on should be followed. What are some
Y n. POINTS to be considered in making
q, he daiy program? The length of
g q ,,sool day, the number of recitations
p rbq arrangement of the subjects.
~ inst and second points need not be
\! used while the third will involve
als thought. There are two classes of
w. which are known as form stud
WV and content studies. Under the
f..ner are classed reading, writing,
....,,netic, spelling and language; under
~ latter geography, history, literature,
5rgoIogy, etc.
y fhe sessions are three hours long,
...r the middle of each should be a re-
,,,. g5rod for free play of fifteen min
Nh T-4 sponsibility of determining the
Nh -s-s 10 be taught does not rest with
H. 4 -4achsr while the arrangement does.
IL general. the fundamental subjects
XIII be provided for first, and then
rs,tver time can be spared may be
i.,otsi To the accessory subjects. The
ire to be allotted to each subject mani
's:ty depends very largely upon the i'm
,~tiace Of the subject in relation to
t,4rs. This most frequently must be
semn4d by the teacher.
rB- most time and the best periods of
h. las should be given to formal studies,
r7if sacrifices are necessary the con-
,,l subjects should be sacrificed, at
as. ir the lower grades. If extra per-
1is are AVAILABLE, say five minute per-
,js JUS; before noon or the closing hour
-tbey should be given to drills upon
soe phases of formal work in which
gpis snow especial weakness. Modi-
ssiion Of the above statement should be
,sls in grades seven and eight, when less
ii work should be carried on and more
n.eat work, as this belongs to the per-
dot siolescent growth. The form"
lyects are in general more fatiguing
ian content" subjects, hence two
,tglng subjects should not follow one
mother directly, and the periods must not
too Iong else effectiveness of the work
III he decreased through fatigue.
You probably have observed that there
It periods insthe day where attention is
6.s easily sustained. 1t is found by
.safyation and study that sustained at
auou manifests itself in rhythms. The
.st work is never done at the outset,
itonly after a certain inertia has been
prc0me and certain momentum gain
'Ihe daily work curve or course Of
.Ntr On a school day, reaches its high
y point between nine and ten O'Clock
he Forming, then declines rapidly,
aching the minimum at noon. In the
.r7o20, the highest point of the curve
reached shortly after two O'Clock, but
lis 75nJ is much lower than the morn
T. maximum. The decline is not so
H' as III the morning, but the mini
lm IS somewhat lower" 1t follows
or 5Hese laws that the heaviest work
lst be assigned for the morning per-
Is wmediately preceding the first re-
IS The tasks that stand next in ''fa-
gG power" should be distributed be-
'-s The morning periods after recess
ltae atternoon periods prior to half
IS. two Another apparent exception
u= above rule, is that two lessons re-
aan- writing should not follow each
BE-" U close succession, neither is it we'll
f-. rjting or drawing the first thing
.@ r-cess or noon intermission, be-
-s -se subjects require steady
.r ID ought not to follow any physi-
on.
-a-H- the general exercises in the
@r tie teacher ought to make her
."s t3 the school, administer re-
ra give needed caution mot allow
Z. interfere with the recltations of
.t which is too often the case. The
st-r rNercises offer an opportunity to
work of the day upon high
-as. quality rather than quantity
-as gth of periods should not, even
5i3-i schools, exceed the following
ag4a7 TO Z years, Is minutes; 7 to
ears - minutes; 10 to II years, rs
,N.'es y to l6 years, 30 minutes. 1t
'8y opnion that home work should not
I, assigned before the fifth year or grade.
'Ie' the program is carefully worked
!. " acaordance with the above sugges-
..js Il should be carefully adhered to.
Il4Ag over" the allotted time becomes
-a9it and entails much waste and no
hs oJustice. Most teachers prefer
one subjects to others and it is easy to
.g,'en the favorite periods, which
aoa.a not be done. Hold to the pro-
HygeHlc conditions of the school room,
sDteat ventilation and light, should be
Gully watched by the teacher; also
aF posture of the pupils both sitting and
'~oaHg Study your pupils and condi-
w. 4s under which they are laboring, for
%ea 'nattention, lack of interest and
I'si mischief may be traced to remedi-
VIZ Ne,enlc conditions.
4. -,4 problem of discipline looks first
y ..e Welfare of the whole. The condi-
,%' ''at are most favorable for the con-
, 5.la1oa of attention by the entire
,'ss must be established and preserved,
". waste is involved which is
4 s41a''Ee IN proportion to the size of
a., ,'-S or the number of pupils in the
,5.a. Zach member of the class must