p. 25 | The Recitation by Eva L. Bowen

Review and Herald Publishing Association · Tacoma Park Station, Washington, D. C. · Jan 10, 1907

The Recitation

By Eva L. Bowen

This is a vital element in the everyday duties of school life. Here is shown the teacher's method of instruction, his ability to interest and to hold the attention of the pupils, his mastery of the subject, and his power of imparting knowledge to the class. If the teacher fails in the recitation, he will not succeed as a teacher.

The term “recitation” originated in the early practise of hearing lessons. The teacher would ask the question given in the text-book, then would notice carefully whether the pupil would answer with the words of the book. No teaching

was necessary with this method. Any one who could read, write, cipher a little, and maintain good order was thought capable of holding a school. Although now we have better methods and better-trained teachers, yet we have to use the same words.

True recitation has a double office,—recitation by the pupils to show they have the mastery of the subject, and instruction by the teacher. Both are necessary for a successful recitation.

Herbart laid great stress on the recitation. According to him there are five steps in every recitation. They are preparation, presentation, association, recapitulation, application.

PREPARATION.—

By this is not meant the general preparation of either teacher or pupil, but the preparation of the child's mind for the recitation of the lesson. Before seed is sown, the soil is carefully prepared. Although the soil may be the best, the seed of a good quality, and of sufficient quantity, and be sown in the right season, yet if the soil is not prepared, no crop can be expected. So it is with teaching. The mind must be thoroughly prepared before the seed is sown. This preparation is accomplished by calling up all related knowledge. Thus, if a lesson upon the tiger is to be taught, talk first about the cat. Let the last word to the teacher upon this subject be, Thoroughly prepare the soil before you sow the seed.

PRESENTATION.—

Now the seed is to be sown. The teacher must instruct the class, not simply hear it. This does not mean that he should do all the talking. The pupils should be encouraged to do this. They “learn to do by doing.” Self-activity is the most important principle of education.

Judgment is needed to know just how much help the teacher should give the pupil. The child must not be allowed to become discouraged. Many a needless hour of study and worry have been put upon a lesson. One word from the teacher can set the pupil at work in the right direction. A person lost in a forest would be very foolish to reject the offices of some one acquainted with the forest, just because he would know the forest better if he found the way out for himself. It is true that he might, but it would mean the loss of much time. So the teacher must guide the pupil, but not do the work for him.

While the recitation should be made interesting, it should not be a sort of entertainment. Objects and illustrations should be used to make the lesson clearer, but not to entertain or amuse. The purpose of the recitation should be to drive some truth home to the pupils' minds.

The lesson should be presented clearly, concisely, and logically, in many ways and from every side, that every one in the class may understand it. Different methods are necessary for different minds. Judgment is necessary in the selection of illustrations, that they come neither above nor below the capacity of the pupil. “Get on a level with your pupils,” is a good motto, “but be sure not to get below it,” should be added.

ASSOCIATION.—

The new knowledge must be assimilated. It is not what we eat, but what we digest, that nourishes the body. So it is not the knowledge given, but that which is assimilated, that causes our minds and intellects to grow. The new knowledge must not be left a stranger at the door of the child's consciousness. All related knowledge should be brought up and connected with the new. This is called apperception. It is a well-established truth that isolated facts are the hardest to remember, while related facts are the easiest. So the more associations one has to fall back upon, the surer and more secure the fact is fastened, clinched.

RECAPITULATION.—

A complete mastery of any subject has not been gained until the child can reproduce it in a logical, intelligent statement. Thus he should be able to give an outline of a lecture, or after working an example, to give a rule for working examples in that division. Recapitulation embodies the idea of review, drill.

APPLICATION.—

The knowledge learned must be applied to practical life. It is not enough for the child to know what five times six are; but if he should go to the grocer's and buy five pounds of sugar at six cents a pound, he should know what it would amount to. The child regards school and actual life as separate and distinct things. But school is only a preparation for life.

Forms should not be followed to the detriment of interest. Were these five steps to be closely followed, and covered in the short time given for one recitation, formalism would result. The originality and individuality of the teacher will always remain the strongest elements for successful teaching. While it is well to have a guide — a plan — perfect freedom should be exercised by the teacher.

EVA L. BOWEN.