- I. THE PURPOSES OF THE RECITATION
- 1. The teacher and the recitation, 2
- 2. The necessity of having a clear aim, 3
- 3. Testing as an aim in the recitation, 5
- a. The preparation of the lesson assigned, 6
- b. The pupil's knowledge and his methods of study, 7
- c. The pupil's points of failure and the cause thereof, 10
- 4. Teaching as an aim in the recitation, 12
- a. Give the child an opportunity for self-expression, 13
- b. Give help on difficult points, 15
- c. Bring in new points supplementing the text, 16
- d. Inspire the pupils to better efforts and higher ideals, 17
- e. Lead pupils into good habits of study, 17
- 5. Drill as an aim in the recitation, 19
- a. Drill should be employed wherever a high degree of skill is required, 21
- b. Drill must be upon correct models, and with alert interest and attention, 21
- c. Drill must not stop short of a reasonable degree of efficiency, or skill, 23
- d. Drill must be governed by definite aims, 23
- 6. A desirable balance among the three aims, 25
- II. THE METHOD OF THE RECITATION
- 1. Method varies with aim, 29
- 2. Fundamental principles of method, 30
- a. Interest is the first requisite for attention and all mental activity, 30
- b. The natural mode of learning is to proceed from the known to the related unknown, 31
- 3. The use of special forms of method, 32
- 4. The question-and-answer method, 33
- a. When and where to employ the question-and-answer method, 34
- b. Dangers of the question-and-answer method, 38
- 5. The topical method, 40
- a. Where the topical method is most serviceable, 41
- b. The question of standards in topical recitations, 44
- 6. The lecture, or supplemental, method, 45
- a. How the lecture method is to be used, 46
- b. Dangers from the lecture method, 47
- 7. The written recitation, 48
- a. The use of the written recitation, 48
- b. Dangers in the use of the written method, 49
- III. THE ART OF QUESTIONING
- 1. The importance of good questioning, 55
- 2. Need of fundamental principles, 56
- 3. The principle of freedom from textbooks, 56
- 4. The principle of unity or continuity in questions, 61
- 5. The principle of clearness, 64
- a. Freedom from ambiguity or obscurity of wording, 65
- b. Adaptation to the age and understanding of the child, 66
- c. Brevity, 67
- 6. The principle of definiteness, 68
- 7. Secondary principles of good questioning, 73
- 8. The treatment of answers, 76
- IV. CONDITIONS NECESSARY TO A GOOD RECITATION
- 1. Freedom from distractions, 81
- a. Distractions by the teacher, 82
- b. Distractions by the class,
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