Year: 1862

| Secondly: Let eyeyy recstatton proceed
aoiM dispatch-not ha4rriedly but prompt
ly Among teachers who are considered
almost equally good, some accomplish twice
as much in the same time as others. No
delay, or waste Of time in any manner,
should be tolerated. Pupils should under
stand that they must respond Immediately,
or the question will be passed to another.
It is no unusual thing for them to spend
more time in delay and consideration than
is required to recite the part assigned them.
This is all wrong: when class come to the
recitation seats they are supposed to have
studied their lessons and to be ready to re-
cite. If any among them arc not, they
should be sent TO their seats till they are.
The brief time usually given to a recitation
is too precious for any pupil to fritter it a.
way in considering whether he can -ecite or
not. If he does not respond the instant he
is called on, take it for granted he cannot
respond at all, and pass the question to an
other. This will rot only save time, but it
will cultivate habits of readiness and prompt
ness which are of incalculable advantage.
The recitation should not be mterfered with
by Interruptions from any quarter The rest
of the school must understand this and not
be allowed to ask questions during its prog
ress. Nor should members Of the class be
allowed to make remarks or ask questions
unless called on by the teachers. Those
having any thing to say may raise the hand
and then wait till they are called on. This
will prevent two or more from speaking at
once, and save much confusion. All side
issues should be rejected: Improbable dis
cussion should be cut off, no matter how
profitable it may seem to the pupil Nor
should any important point be hurried over
| without full discussion and clear under
standing. But unimportant points are con-
stantly arising. These should be rejected,
and the recitation kept in its legitimate
course.


Thirdly: Haze a definite time for esery
recitation. Call out u class to the minute;
and dismiss it as punctually. The several
duties of the day should be so arranged as
to take up all the teachers time. If he al
| lows any exercise to take more than its al
lotted time he robs some other exercise.
Hence class should be dismissed when its
| time is out, whether the recitation is finish
ed or not. The teacher should never in
quire if n class are ready, and wait on them
if they are not. On the contrary, the class
should know when and how long they are
to recitc, and that no delay or excuses will
be tolerated. We would be glad TO impress
this point upon the attention of teachers.
There is, perhaps, no single item of school
management in which gross blunders are so
habitually practiced. A time for every thing
and every thing exactly in its time, is rule,
not that may but that must be followed by
every successful teacher.


Fourthly: CultiUate a spirit Of criticism.
Every faulty recitation should be submitted
to the class for correction, and they should
be held responsible for all mistakes not point
cd out, as if they themselves had made
them Care should be taken that this crit
icism be good-natured and courteous, and
that no one be allowed to do injustice. Ii
properly controlled it may be made pow
erful instrument of good. 1t keeps alive
interest and attention, tests the knowledge
of other pupils than the one reciting, rous-
es ambition and energy, and cu.tiyates hab-
its of critical acumen.


Filthy: Let tie pupil stand achsle reci-
ting. We arc aware that teachers differ a.
bout this. Some have the whole class stsnd
at recitation; others have the whole class
sit; while others allow the class TO sit, but
require each pupil to rise when called on to
recite. This, in our opinion, is the more
excellent way. The pupil should seldom
be allowed to recite sitting; and, in general,
if he has criticism or remark TO make, be
it ever SO brief, he should rise to make IT,
He will recite better standing than sitting,
speak more distinctly, think more clearly.
There may be exceptions. A bashtul pu-
pill, who has always rested sitting, may be
embarrassed, at first, if required to stand;
but after his embarrassment wears off, he
will, in almost every case, acquit himself
more creditably. We shall pot try to ex-
plain achy this is; but that it is, every one
may satisfy himself by observation. Per-
haps the mere fact of being "on his legs"
gives him vigor and sef-reliance. We are
inclined to think it does. One could hardly
make good stump speech, or good plea
to Jury, sitting; and it may be noticed
that if any one has any thing explicit Or
emphatic to say, he usually rises to say it.
Perhaps these general principles, if devel-
oped, would furnish a reason why pupil
ehou]d stand tn recite Whether this be