OUTLINE
Reading edition
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, 84
c. Distractions by the school, 86
d. Physical distractions, 87
2. Interest and enthusiasm, 89
a. The teacher's command of the subject-matter of the recitation, 90
b. The teacher's attitude toward his work, 91
c. The teacher's health, 91
d. Experience, 93
3. Well-mastered lessons, 94
a. Preparation by the teacher, 94
b. Preparation by the class, 97
4. High standards in the recitation, 98
5. A spirit of coöperation, 100
V. THE ASSIGNMENT OF THE LESSON
1. The importance of proper assignment, 107
2. Good assignment and teaching the art of study, 107
3. The teacher's preparation for assignment, 109
4. How to assign a lesson, 111
5. Principles governing the assignment, 113