The Art of Teaching (Paperback)

This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1879. Excerpt: ... CHAPTER III. RECITATION. E now approach that mooted and much belabored uubject--Recitation: the one which forms, perhaps, the great burden of treatises on teaching; but which, important as it is, is entitled to no higher consideration than many others. From the fact that it has long been regarded the summa summarium of teaching, its claims have been considered paramount to all others; but upon a careful study of these claims, and a comparison of them with some others, recitation in many respects will be found to rank even below study. For instance: recitation is an instrumentality chiefly in the hands of the teacher; and may be wielded by him as a powerful force in the education of the child; but study, so far as it relates to the actual duty, belongs to the child himself, and hence is more direct and potential. It constitutes the chief means of learning and discipline. Recitation, however, may do much to facilitate study; and in this sense its importance increases. We shall proceed to examine this topic, first, with reference to its Objects and Aims; secondly, its Conditions and Requisites; thirdly, its General Principles, and their Application. Article 1--The Object and Alms. It will be found that there is a lamentable deficiency among teachers, as well as among pupils, in reference to the objects of recitation. Many have taken no further pains to inform themselves upon this point, than merely to acquaint themselves with some of the leading modes. They take it for granted that the practice of reciting is all right, of course, since it is customary. But the time when it was not customary, except in a few branches, --such as reading and spelling, --still lingers in the memory of many of the present generation. But modern improvements have wiped out many of .