HISTORY IN GRAMMAR GRADES 3OQ 



the recitations, or those that are most accessible in the refer- 

 ence books, or that lead directly into future studies. In 

 short, here as everywhere, there should be that class person- 

 ality without which all teaching palls. The topics are placed 

 upon the board; pupils are expected to prepare themselves 

 thoroughly either from the class text or from that and the 

 reference books. This may be the material for the first 

 day's recitation. The next day, after this preparatory sys- 

 tematizing of the topics, broader reference reading may 

 come, perhaps for individual reports from different books, 

 or as reading by all the class on some special phase of the 

 lesson from any supplementary author. The latter method 

 is usually preferred, for reproductions from individual read- 

 ings tend toward dry resumes, appreciated by few, no mat- 

 ter how conscientious the child who makes the report. This 

 method is more practicable with older students. The second 

 manner of preparation, all looking up the same topic but 

 from various books, is more liable to bring out discussions, 

 comparison of opinions, expressions of differing ideas, all of 

 which result in live, vigorous class work. The larger the 

 number actively interested in a recitation, really taking part 

 in furnishing details, or in presenting ideas for the discus- 

 sion, the greater will be the life and energy of the recitation. 

 On some days, careful, thorough reproduction of the text 

 that has been read is excellent drill. Pupils do what they 

 are directed to do; they have a natural tendency to neglect 

 what is not required. Consequently, in leading a class out 

 into discussions, care must be taken not to permit a neglect 

 of restating exactly the author's opinion. The teacher 

 should call frequently, every day perhaps, for an exact 

 rendering of what Fiske, Montgomery, or any other author 



