HOW TO CONDUCT RECITATIONS.
APPOINT for your class such a portion of the lesson as you think they can become thoroughly acquainted with. Encourage them to examine every question, and teach them how to study the whole lesson so as to obtain a connected knowledge of the entire passage. That is, do not let them suppose that they have learned the lesson when they have discovered the answer to each question. Let them see that it is the connection of facts with truth, the subject as a whole, that they are to look at; that they must get correct ideas of the entire passage, and not of detached expressions merely; that they must not only be prepared to answer leading questions correctly, but be able to see why such questions are asked, and what they have to do with that which goes before and that which follows; so that when they think of the lesson it will not be in their minds like the column of a spelling-lesson or the page of a dictionary, but as a connected and instructive narration. Yourself and your class having thoroughly studied the lesson in this way, you meet together. You have then two objects. One is, to ascertain that they have all studied the lesson; and the other, to see that they understand it and receive its practical instructions. It is not always the best way of accomplishing this to propound the questions just as they occur, and in the very words of the book. After such preparation as is above supposed, you will feel the happy consciousness of being in some measure acquainted with what you undertake to teach. You will not feel dependent on your question-book to supply you with words to use to the class; but, following the general train of thought in your own mind, you will ask, chiefly in your own words, such questions as will show whether the class have really studied the passage. You should try to make them think and reason on the facts, and bring them before their minds as actual events, in which real personages were concerned, whose conduct and character are capable of influencing our's either by way of example or warning. It will make the exercise far more interesting to diversify it by putting the questions in your own language, or just as you would do if you had no book but wished to discover how well your pupils knew what you had both studied. Pursue this plan with the whole lesson. That is, having your mind stored with its facts and doctrines by previous study, let them be brought out in the most natural way. Be guided by circumstances. If you find your class particularly interested in one part of the subject, or full of questions about it, follow out their inquiries on that point. If you perceive that they do not clearly understand the text or readily admit the truth of any statements founded upon it, stop and examine the matter with them, even if it should occupy most of the time, provided the subject of inquiry be one that is of sufficient practical importance to justify such an occupation. If you see one child disposed to ridicule or doubt an assertion, take pains to convince him of his mistake by reasoning or proof. If you discover that something has touched a conscience, be not too hasty to pass on until you have added something to deepen the impression. Be constantly on the watch to discern the effects of your teaching. Be guided by these effects. Try to leave no point in obscurity that can be made intelligible, though it may cost some time and discussion.—The Teacher Taught.