Assumptions as to the recitation room
Let us now assume that the recitation will be held in a quiet room free from the distracting influence of poor light, poor ventilation, and inadequate seating capacity. The blackboard space is ample for the whole class, the erasers and chalk are at hand, the maps, charts, and globe are where they can be used without stumbling over them. The teacher can give his whole attention to the class. Discipline should take care of itself. The pupil who is interested will not be seriously out of order.
What the teacher should aim to accomplish
The problem, then, is so to expend the forty-five minutes in which the teacher and class are together that:—
Work at the blackboard
The first five minutes may profitably be spent at the board, each member of the class being asked to write a complete answer to one of the assigned questions. Whatever may happen later in the recitation each student has had at least this much of an opportunity for self-expression, and his work should be neat, workmanlike, complete, and accurate. By this device the alert teacher will secure in the first five minutes of the recitation hour a fairly accurate idea of each student's preparation, the weak spots in his understanding of the lesson, and the errors to be corrected. He may even be able to record a grade for the work done.
Special reports
The class having taken their seats, the next order of business should be the reports on special topics assigned for the purpose of making the period of history under discussion more interesting and vital. As has been said, these reports should not be read, but delivered by the pupil facing the class. The class should be encouraged to ask questions on the report when finished and the student responsible for the report should be expected to answer any reasonable inquiry. If other students are able to contribute to the topics reported on, they should be encouraged to do so. Let the teacher be sure that he has sounded the depths of the students' information and curiosity before he himself discusses the report. If the device of reports delivered in class is to justify itself, the matter contained in them must be so arranged and discussed that the whole class receives real benefit. The ingenious teacher will be able to establish a tradition in his course for a careful preparation and critical discussion of these reports. The rivalry of students for excellence in this work is not difficult to stimulate. A premium should be put on criticism which finds mentioned in the characterization qualities inconsistent with the facts recorded in the text, or omissions which the facts of the text seem to justify.
Fundamental principles of good questioning
It is not likely that the teacher will find it advisable to require reports at every recitation nor that the reports and their discussion will consume, at the most, longer than ten or fifteen minutes of any class period. There must always be time for direct oral questioning on the facts of the lesson; questioning that will test the student's memory, ability to analyze, and powers of expression. Certain principles are fundamental to good questioning in any recitation.
Some additional suggestions for teachers of history
There are additional suggestions particularly applicable to the teacher of history.
The place of drill in the history recitation
We have long since learned the folly of spending very many of the minutes of a recitation in drilling students in dates, outlines, and charts. Work of this sort never made a recitation vital; never inspired a student with enthusiasm for historical inquiry; never really dispelled the fog which surrounds, for the student, the cabinets and constitutions, battles and boundaries, declarations and decrees, so briefly treated in the text.
Good reviews will develop a knowledge of the sequence of events
But it may be seriously questioned whether many teachers, in their zeal to escape the over-emphasis of dates, have not gone to the extreme of neglecting them altogether. That a student should remember sufficient dates to fix in his mind the sequence of important events is hardly open to question. That he can never do so without some special attention to dates is equally indisputable. Without doubt, drill in important dates is necessary, but it should be so conducted as to take but little time. Each day the teacher has indicated the dates worthy to be remembered and has been careful to select the landmarks of history. He has called attention to the various collateral circumstances which might assist to fix the dates in the child's mind. The student has kept his list of dates in the back of his text or in some convenient place of reference. Once a week for three minutes the teacher gives the class a rapid review on the dates contained in the list. Occasionally the class are sent to the board and asked to write the dates of the reigns of the English monarchs from William down to the point which the class has reached, or the Presidents in their order, or some other similar exercise calculated to give a backbone to the history being studied. The class will know that such a review is liable to be given at any time. They will endeavor to be prepared. The result will be that with the expenditure of a few minutes at intervals in rapid review, history will cease to be a spineless narrative and become for the student an orderly procession of events. Drill in dates is only one method to this end. There may be a rapid review in battles, generals, wars, treaties, proclamations, and inventions. Such exercises encourage the classification of facts and stimulate fluency of expression. It is of the highest importance for the student so to arrange in his mind what he has learned in recitation that he can call to his command at a second's notice the fact, date, or illustration he desires. There will be many times in his school and college career when such an ability will be indispensable; in business or the professions it is an invaluable asset, infinitely more useful than the history itself. It will be well for the teacher to inquire: "What am I doing to cultivate such an ability in my students?"
They will give a view of the whole subject
Few teachers will deny that too little time is spent in giving the student a general view of the whole subject, either in its entirety or in its various phases. The text has been studied by chapters or by months or by movements. The history as a whole has never been seen. By the time the student has reached the "Aldrich Currency Plan" in American history he has forgotten all about the experiments with the first United States Bank. He could no more outline the financial history of the United States as given in his text than he could outline the industrial or political history of the American people. And yet he has studied the facts given in his textbook; he has supplemented the text by his work in the library, and in the recitation; he has done everything that may reasonably be expected of him, except to assemble his historical information and review it as a whole.
If the student in American history is asked to go to the board at intervals and write an outline for the work covered on such topics as the following, he will come much nearer understanding the progress of our people:—
There will easily be sufficient topics so that each member of the class will have a different one. They can all work at the board, simultaneously. The amount of time used for exercises of this sort need not be great, and the value received is incalculable.
If the teacher wishes to review briefly on the military, diplomatic, social, political, or economic history of the people the class have been studying, it is no difficult matter to arrange a set of questions, the occasional review in which will clinch in the student's mind what otherwise would surely be forgotten. Such questions as the following on the financial history of the United States are each answerable with a few words and will serve as an illustration of the method which may be employed in reviewing any other phase of history:—
Obviously as the year advances, the list of questions for review grows longer. An increasing amount of time should therefore be devoted to work of this sort.
They will insure a better acquaintance with great men and women
The most superficial observation will suffice to convince anyone that high school graduates know very little about the great men and women of history. The character sketches suggested earlier in the chapter, supplemented with occasional reviews, will do much to improve this condition. These drills may be conducted by asking for brief statements on the greatest service or the most distinguishing characteristic of the great men and women met with in the course. The same thing is accomplished by reversing the process and asking such questions as,—"Who was the American Fabius"? or "The Great Compromiser"? or the "Sage of Menlo Park"? etc. Questions on the authorship of great documents, the founders of institutions, the organizers of movements, reformers, philosophers, artists, statesmen, generals, accomplish the same purpose.
They will be economical of time
There are a vast number of review questions answerable with yes or no. The student's knowledge of the subject may be quickly discovered and a rapid review conducted by a series of such questions. The following list on American history will illustrate the method:—
The great disadvantage of this kind of review is that the students have for their answer a choice between two words, one of which is bound to be correct. Knowing nothing whatever of the subject, they will still stand a fifty per cent chance of answering correctly. The alert teacher should be able to reduce this haphazard answering to a minimum, while still reaping the advantages of rapidity and thoroughness which the plan possesses. Few other methods will cover as much ground in as short time. On the Federal Constitution there are infinite possibilities for "yes and no" questioning, which afford a brief and effective means of review in the principles of American government.
They will secure fluency
Review for the purpose of securing fluency is a consideration frequently lost sight of by high school history teachers. It may be too sanguine to expect fluency of the average student reciting on a topic for the first time. But when it is considered how very many important questions are never recited on but once, the wisdom of an occasional review to secure rapid, fluent, and complete answers to topics previously discussed is readily seen. Select a list of topics that will at one and the same time cultivate fluency and strengthen the memory for the important considerations of history. Fluency in itself does not possess sufficient value to justify the expenditure of recitation time. Facility of expression needs to be cultivated in discussion of the conclusions reached in class which need to be clinched in the student's mind. Such questions as the following will serve as illustrations of the kind adaptable for such purpose, at the middle of a year course in American history:—
What the student may do with "problems" in history
Still another kind of review of great value in strengthening the student's ability to generalize and analyze, consists of what might be called "problems in history." They are given out in much the same way as original problems in geometry, assuming that the student is acquainted with the facts from which to deduce the answers to the question. The object of such a review is to give the student practice in original thinking. He is not supposed to use a library, but only the facts which are in his text or which have been previously brought out in class recitations.
The following are examples of questions adaptable for this purpose:—
Questions of this kind, not answered directly in class or in the text, may be given out a day in advance and the answers collected at the next recitation.
The purpose of theme work should change as the course continues
A method frequently employed by teachers of history is to require written reports or themes on various phases of the history as the work progresses. This plan is particularly valuable for the students in the first two years of high school history, for the reason that their library requirements are less exacting and their need of fluency greater during that time than later in their course. The objects of theme work in history courses are usually to arouse the pupil's powers of observation, description, and narration, and to provide means of drill in the exercise of these powers. These should not be the sole purposes of theme work, however. As the year advances, an increasing amount of the written work should be on subjects requiring some generalization or analysis of the facts brought out in the text or in the recitation. The pupil who has written a theme describing the appearance of the Pyramids has completed an exercise in history less valuable than that of the student who writes a theme on the errors of the Athenian Democracy.
To summarize, reviews in history should consist of both oral and written work; they should be rapid enough to insure quick thinking, alert attention, and small expenditure of time; they should occur with increasing frequency as the year advances; they should stock the memory, fix in the student's mind the order of events, stimulate fluency, insure a permanent acquaintance with the personnel of history, and give to the student a better view of the subject as a whole and in its various phases.
The examination should determine how much the student has progressed
The time is coming, if it is not already here, when the public will cry out against the nervous fear and sleepless nights with which their children approach the semi-annual torture of our inquisitorial examinations. That reasonable examinations are essential and beneficial is hardly open to question. That a student should be expected correctly to answer a fair percentage of reasonable questions on work which has been properly taught is not a cause of complaint from anyone. But that children should be frightened into a state of nervous terror by the bugaboo of an impending examination, and then be forced to attempt a series of conundrums propounded by a teacher who takes pride in maintaining a high percentage of failures, is indefensible. An examination should not be conducted with the primary object of making it a thing to be feared. However desirable such a questionable asset may seem to certain college professors, it is a serious fault in a high school teacher to have any considerable number of normal children fail. The ambition of the good instructor is to give an examination which shall at once be thorough, reasonable, and intelligently directed toward finding what the student has really learned. His purpose is to test accurately the various abilities which he has endeavored to encourage in the student during his course. He wishes to ascertain how much the student has really progressed.
Specific suggestions on formulating questions
In order to do this the examination must be on the really material considerations of the history. Questions on unimportant details should be omitted. The student should not be expected to burden his memory with the limitless mass of petty isolated facts contained in the average history text. The questions should be on considerations that have been carefully discussed, and not on facts that have received but cursory attention.
The examination should not require too much time for writing. The several hours' continuous nervous tension sometimes exacted by too ambitious teachers does the average child more harm than the examination can possibly do him good.
The examination should consist of questions that will jointly or severally test the student's powers of description, generalization, and analysis. They should test his knowledge of the sequence of events, his ability to use a library or a map, his knowledge of the various phases and the various periods of the history studied. In every examination there should be at least one question dealing with the time and the order of events, one each on the geographical, political, and social history, one that is analytical, one that requires generalization, one that will test his knowledge of the library, and one that will test his powers of description. It is not necessary to limit the questions to the customary number of ten. It is frequently advisable to give a class some degree of choice in the selection of their questions by requiring any ten out of a larger number asked. Certainly such a plan gives the student a more favorable opportunity to demonstrate his ability without in the least diminishing the value of the examination.
Examination questions, like all other questions, should be definite, clean-cut, and reasonable. If possible, each student should be supplied with a copy, instead of having the set written on the board. They should cover only those portions of the subject that have been properly taught. The teacher should not expect the boy who has kept no useful notes, whose library work has been haphazard, and whose methods of study have not been supervised, to perform at examination time the miracle of accurately remembering what he has never been properly taught.