Author. 
 
 Title. 
 
 Class LBJ7-U. 
 Book /Mil.. 
 
 Imprint 
 
 JJti — iJOSUV-l GPO 
 
North Carolina 
 
 Teachers' Reading Circle 
 
 1909—1910 
 
 Oue^ions 
 
 Hamilton's The Recitation 
 
 ISSUED BY THE 
 
 State Department of Education 
 raleigh, n. c. 
 
<u NORTH CAROLINA 
 
 TEACHERS' READING CIRCLE 
 
 1909-1910 
 
 PREPARED BY 
 
 J. A. BIVINS 
 
 SUPERVISOR OF TEACHER TRAINING. STATE DEPARTMENT 
 OF EDUCATION, RALEIGH. N. C. 
 

 D. OF 0. 
 
 FEB 5 1910 
 
NORTH CAROLINA 
 
 TEACHERS' READING CIRCLE 
 
 1909-1910. 
 
 I. The Recitation. Hamilton. 
 
 J. B. Lippincott Company $1.00 
 
 II. Teaching a District School. Dinsmore. 
 
 American Book Compaiiy 1.00 
 
 III. McMurry's Special Method in Read- 
 
 ing for the Grades. 
 
 The Macmillan Company 1.00 
 
 IV. irving's Sketch Book; Tennyson's 
 
 Idyls of the King. Any edition. 
 Each 25 
 
 V. Bulletins: (I) How to Teach Read- 
 ing; (VIII) Outline Course of 
 Study. 
 
 Furnished free by State Depart- 
 ment of Education. 
 VI. North Carolina Education (one year, 
 
 in clubs of 10 or more) 50 
 
PURPOSE. 
 
 Every teacher cannot attend a normal school 
 or college ; but every teacher can read and study 
 at home. This course is designed for those 
 teachers who are willing to improve them- 
 selves. There is an ever-increasing demand 
 for better teachers. This course is optional, but 
 the wise teacher will consider it imperative. 
 The course will cover four years of reading and 
 study, and will lead, in the end, to a diploma, 
 which will be granted by the State Department 
 of Education to all who successfully complete 
 the course. This means professional advance- 
 ment and better salaries. It means, above all, 
 better work in a calling in which it is criminal 
 not to do one's best. 
 
 THE COURSE. 
 
 Since the plan of the institutes this year 
 placed great stress on primary methods, the 
 course of reading is made to conform somewhat 
 to the same plan. The teachers are expected 
 to keep copies of the bulletins on How to Teach 
 Reading and the Outline Course of Study on 
 their desks and make constant use of them. 
 Directions are given in these bulletins about 
 how to teach phonetics, reading, language. 
 
 4 
 
writing, drawing, number and- home geography. 
 These suggestions and directions should be put 
 into practice. McMum/s Method in Reading 
 ought to be of especial value in helping teachers 
 make use of the story in oral and written lan- 
 guage work. 
 
 Teaching a District School, by Dinsmore, is 
 full of practical suggestions for the rural 
 teacher. It covers a wide range of topics, and 
 hence cannot treat any of them exhaustively. 
 But a hint often proves sufficient. Our teachers 
 need especially to study the problem of how to 
 classify their pupils and economize time in their 
 daily programs. Some valuable suggestions are 
 given on this topic. 
 
 Irving's Sketch Boole and Tennyson's Idyls of 
 the King are placed in the course for their gen- 
 eral culture value. Many of our rural teachers 
 have never read any of the great masterpieces 
 of English. If time cannot be found during the 
 school term for reading these they may be read 
 during the summer. The Idyls of the King will 
 be studied exhaustively in the institutes next 
 summer. 
 
 The principal book in the course, and the one 
 that should call forth the most serious study, is 
 Hamilton's The Recitation. The school succeeds 
 
or fails in proportion as the recitation is a suc- 
 cess or a failure. What is a good recitation? 
 What is tcacMng? Many teachers go through 
 the farce of hearing lessons and never realize 
 that they are not teaching. This book, properly 
 studied, will solve many a vital problem. 
 
 HOW TO READ THE BOOKS. 
 
 There will be furnished with each copy of 
 Hamilton's The Recitation, and Dinsmore's Dis- 
 trict Bcliool a pamphlet of questions which will 
 prove very stimulating and helpful. Besides 
 this, special articles will be published in North 
 Carolina Education every mouth giving synopses 
 of the books, outlines for study and interesting 
 suggestions. The Recitation should be studied 
 carefully ; it should be read not less than twice. 
 The same can be said of McMurry's book on 
 Reading. Wherever a good suggestion is found 
 it should be put into practice in the schoolroom. 
 Let it be remembered that the course is de- 
 signed to lead to better teaching. 
 
 Prof. E. C. Brooks is leading the study of 
 Hamilton's The Recitation with the Durham 
 County teachers, and he has kindly consented to 
 publish his outlines in North Carolina Educa- 
 tion. He is planning to give eight months to 
 the study. Most of our teachers will have to 
 
complete it in three or four months, unless they 
 
 own a copy of the book and can follow the 
 
 outlines in their home study. If they do not 
 
 own a copy individually they will have to make 
 
 the most out of a more rapid reading, using 
 
 the printed questions accompanying the book. 
 
 In studying the essentials of a good recitation 
 
 the teacher should make constant reference to 
 
 her own classes, asking herself honestly if she 
 
 is doing real teaching or only attempting to hear 
 
 lessons. 
 
 COST OF COURSE. 
 
 While it is better for each teacher to own all 
 the books of the course, yet, for purposes of 
 economy, a plan is hereby proposed by which 
 the cost will be reduced to a minimum : Let 
 each teacher pay an enrollment fee of $1 to 
 the County Superintendent. The books will then 
 be ordered by the County Superintendent and 
 kept in a library in his ofBce. He will issue 
 the books to the teachers, one at a time, as 
 they are called for. The exchange of books 
 can best be effected at the meetings of the County 
 Teachers' Association. 
 
 North Carolina Education is not included in 
 this arrangement, but must be subscribed for 
 by each teacher. 
 
CERTIFICATES. 
 
 At the end of this pamphlet will be found 
 a perforated sheet containing two blank certifi 
 cates, one for enrollment, the other showing; 
 that the course for the year has been satis 
 factorily completed. When the enrollment blank 
 is filled out it should remain in the pamphle: 
 until the end of the term ; then, when the 
 County Superintendent has satisfied himself that 
 the teacher has satisfactorily completed the 
 course, he will fill out the second blank and 
 give it to the teacher. When a teacher has ob- 
 tained four of these blanks — one for each year — 
 a diploma will be issued to that teacher by the 
 State Department of Education. 
 
 WRITTEN TESTS. 
 
 At the close of the year each teacher taking 
 the course will be required to stand a written 
 test. The test will be prepared by the Super- 
 visor of Teacher Training and forwarded to the 
 County Superintendents. The test will not be 
 made difficult, but will be designed to show 
 whether or not the teacher has been doing honest 
 work. The reading course will be made the 
 basis hereafter of all examinations in Theory 
 8 
 
and Practice of Teaching. A teacher who has 
 passed the course and received a certificate will 
 naturally be excused from that part of the ex- 
 amination. No five-year certificates will be re- 
 newed until the holders of such certificates have 
 taken the reading course and passed the re- 
 quired test. Furthermore, if a teacher hold- 
 ing a yearly certificate is pursuing the course 
 the Superintendent will have some basis for 
 renewing the certificate of that teacher. Other- 
 wise, he will have no good reason for doing so. 
 The State Department of Education is pre- 
 paring to furnish uniform questions for the 
 regular yearly examination of teachers. In 
 these examinations much emphasis will be placed 
 upon the professional side of the teacher's 
 knowledge. It will pay, therefore, to become 
 a diligent member of the North Carolina Teach- 
 t ers' Reading Circle. 
 
 I TEACHERS' ASSOCIATIONS. 
 
 i 
 
 I A portion of every meeting of the County 
 
 I Teachers' Association will be devoted to the 
 
 j reading course. Programs and outlines will ap- 
 
 I pear in North Carolina Education each month 
 
 showing how this may be done to advantage. 
 
 The first program will appear in the October 
 • 9 
 
number. Hamilton's The Recitation will be the 
 basis for most of the association work. 
 
 Subscriptions to North Carolina Education 
 may be sent through your County Superintendent 
 or remitted direct to the publisher at Raleigh, 
 N. C. The price to Reading Circle Clubs of less 
 than 10 is 60 cents a year; to clubs of 10 or 
 more, 50 cents. 
 
 TO THE COUNTY SUPERINTENDENT. 
 
 Get the course adopted by your teachers at 
 the earliest possible moment. Impress upon 
 them the vital, the absolute necessity of their 
 taking this work if they hope to remain much 
 longer on your list of teachers. This will be 
 a test by which you can determine the earnest, 
 faithful ones among them. 
 
 The books can be obtained from the Stone & 
 Barringer Company, Charlotte, N. C, or Alfred 
 Williams & Co., Raleigh, N. C. If the books 
 are ordered in bulk a discount of 10 per cent 
 will be allowed by the dealers. 
 
 10 
 
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QUESTIONS 
 
 HAMILTON'S THE RECITATION 
 
 ISSUED BY THE ' 
 STATE DEPARTMENT OF EDUCATION 
 RALEIGH, N. C. 
 
HOW TO USE THIS PAMPHLET. 
 
 The author of The Recitation, Dr. Hamilton, 
 at the request of Superintendent J. Y. Joyner, 
 very kindly consented to prepare the following 
 list of questions. To him are due the thanks 
 not only of the State Department of Education, 
 but also of every teacher in North Carolina 
 for the valuable aid thus given. 
 
 The Recitation should be read carefully, chap- 
 ter by chapter. After reading a chapter the 
 teacher should use the questions applying to the 
 portion read and work faithfully until every 
 one is answered. The teacher should endeavor 
 constantly to ascertain, through experience in 
 the schoolroom, whether or not vital teaching is 
 being done in accordance with the principles 
 laid down in The Recitation. 
 
 J. A. BiviNS, 
 Supervisor of Teacher Training. 
 
 14 
 
THE RECITATION. 
 
 PART I. 
 
 CHAPTER I. 
 
 General View of the Recitation. 
 
 Define the recitatiou. Give the literal mean- 
 ing of the term ; the general meaning. What 
 is the teacher's part in the recitation? What 
 are the means through which he works? What 
 is the pupil's part? Through what means may 
 he expect to attain the end? How does the 
 recitation help to determine the child's habits 
 of study? Explain how careless thinking leads 
 to careless habits of thought. Name some char- 
 acteristics of a good recitation. What should 
 determine the length of a recitation? What is 
 meant by "a brisk mental movement in a recita- 
 tion"? Name some indictments against "the 
 average recitation." Name three results that 
 come from aimless recitations. Explain the dif- 
 ference between teaching and examining. 
 
 CHAPTER II. 
 
 The Purpose of the Recitation. 
 
 Name some of the vital aims of a recitation. 
 How does aim save time? Show how the end 
 determines the means. How is effort unified 
 by aim? What does White give as tlie aims 
 of the recitation? Why do you think he uses 
 the term in an etymological sense? Compare 
 15 
 
the aims enumerated by Putnam with those 
 designated by Sabiu. Who is Dr. Ilarris? Why 
 do you consider Dr. Harris qualified to speali 
 authoritatively on this subject? What aims do 
 you keep in view generally? 
 
 CHAPTER III. 
 
 Essentials of the Recitation. 
 
 Show that ill I crest is an essential feature of 
 a recitation. What is attention? How does it 
 differ from interest? Name two kinds of inter- 
 est. Explain this statement : "Truth is like a 
 diamond." Do you think it is? Why? Il- 
 lustrate three ways in which a child may be 
 led to acquire an interest in a subject. What 
 is presentation? Why is attention essential to 
 successful presentation? What conditions deter- 
 mine the degree of attention you may expect 
 from a child? When is it difficult to secure 
 the attention of a child? Why? Classify teach- 
 ers with regard to their ability to get the at- 
 tention of a class. Why will "skillful presenta- 
 tion" aid in securing attention? "Skillful man- 
 agement?" How may the attention be sus- 
 tained? What should the teacher do when the 
 attention of a pupil is wandering? What should 
 he do when it is lost? 
 
 CHAPTER IV. 
 Preparation for the Recitation; or, The Art 
 
 of Study. 
 Is it true that nothing, save thinking, edu- 
 cates? Is truth really a unity? Wha't is a 
 16 
 
science? Explain: "We learn with what we 
 have." Name the objective conditions of study. 
 The subjective conditions. Why cannot an 
 empty mind acquire facts? What is discipline? 
 How does special discipline differ from general 
 discipline? What does Emerson say of char- 
 acter? Define the act of study. What is ap- 
 prehension? Comprehension? Application? Why 
 is it necessary to know what a fact means, as 
 well as to laiow what it is? How is character 
 fed by knowing what a fact teaches? What 
 four words sum up Jacotot's method? Explain 
 each. Why is Terification valuable? Classify 
 the unprepared. Explain each class. How were 
 Tennyson, Carlyle and Dickens annoyed in their 
 work? How does oral instruction help to train 
 pupils to study? Why is a teaching recitation 
 better than an examining recitation in training 
 pupils to study? Why is a listless pupil often 
 a poor student? How may a proper assignment 
 of a lesson aid in its preparation? 
 
 17 
 
PART II. 
 
 CHAPTER I. 
 
 Parts of the Recitation. . 
 
 Name the four parts of a recitation. Discuss 
 the testing part. What results come from if? 
 Discuss the teaching part. Name its results. 
 What is skill? What is the basis of skill? Dis- 
 cuss the maxim, "Learn to do by doing." Give 
 the view of McLellau ; of Sch?effer ; of White. 
 What does Roark say is of first importance in 
 all drill? What is the aim in the assignment 
 of a lesson? When should it be made? Why? 
 
 CHAPTER II. 
 
 PreparaLJon, the First Formal Step. 
 
 How do genei'al notions differ from particular 
 notions? What is generalization? What is sense- 
 perception? Name the five formal steps. Ex- 
 plain in a general way what is the function of 
 each. Discuss "immediate and timely" prepara- 
 tion. How does the mind ac<iuire the unknown 
 with and through the known? What is the 
 purpose of calling up related facts formerly 
 learned as a preparation for the new facts to 
 be learned? 
 
 CHAPTER III. 
 
 Presentation, the Second Formal Step. 
 
 What is the pui'pose of presentation? What 
 is external presentation? What is the inner 
 18 
 
activity? Whicli of these may be regarded as 
 the cause of the other? Discuss clearness. Cau 
 you give an origiual reason why it is necessary? 
 What may we expect from hazy presentation? 
 What conditions are essential to clearness? 
 What is strength in presentation? Give its 
 three elements. How often must a presentation 
 be repeated? Why should all instruction be 
 logical? What is the basis of logical presenta- 
 tion? What is the value of aim and plan in 
 presentation? What is the first effort of in- 
 struction? What is the basis of sustained men- 
 tal action? The evidence of it? How is mental 
 action to be guided and controlled? 
 
 CHAPTER IV. 
 
 Comparison, the Third Formal Step. 
 
 Why is the third formal step called com- 
 parison? Discuss the psychological aspect of 
 comparison. Name the three stages in the think- 
 ing process. Explain the action of each. Show 
 that comparison is present in each of them. 
 What does Sir William Hamilton say of com- 
 parison? Explain the difference between judg- 
 ment and comparison. What is meant by fixed 
 standards of comparison? Why are they neces- 
 sary? Name some that you think the child 
 should know and be able to use. Show that the 
 knowledge of fixed standards and the ability 
 to use them lays the foundation for accuracy 
 and facility. What is association? How does 
 it differ from comparison? What is the general 
 law of association? Define and illustrate the- 
 19 
 
law of similarity ; the law of contract ; the law 
 of contiguity ; the law of correlation. How may 
 the teacher act through each of these laws? 
 How does comparison help the mind to know? 
 How does association help the mind to recall 
 its esperiences? 
 
 CHAPTER V. 
 
 Generalization, the Fourth Formal Step. 
 
 Define generalization. Name some generaliza- 
 tions that are fundamental in school work. 
 Should definition precede or follow examination? 
 Why? What does Hamilton Mabie say about 
 culture? Why is generalization not the end of 
 instruction? Why must generalization come af- 
 ter presentation and comparison? What criti- 
 cism would you make of the teacher who be- 
 gins the work in geography or grammar with 
 definitions? Why should ideas precede words? 
 Why should oral instruction precede text-book 
 study? Why should percepts precede concepts 
 in the work of instruction? Why is the ability 
 to repeat a definiticni not always evidence of a 
 knowledge of it? 
 
 CHAPTER VI. 
 
 Application, the Fifth Formal Step. 
 
 What do you mean by the term application? 
 What does McMurry say about it? Explain 
 the difference between the doctrinaire and the 
 man of affairs. How does applying knowledge 
 help to build character? What is the effect of 
 having the child use what he knows and practice 
 20 
 
what he has learned? Why are concrete il- 
 lustrations es&ential in the teacher's work? 
 Show that application is the goal of all instruc- 
 tion. What is practical instruction? What is 
 the value of utility as compared with culture? 
 Discuss spirit as the vital element in education. 
 
 CHAPTER VII. 
 
 Thinking in the Recitation. 
 
 Why is thinking the most vital problem in 
 school work? Why do percepts precede reflec- 
 tion? What is the effect of offering a child 
 subject-matter so easy of comprehension that 
 it requires scarcely no effort on his part? What 
 is the effect of making the instruction too dif- 
 ficult for him to comprehend? Show that the 
 child's work that gives the largest return is 
 pitched upon the highest plane of his best effort. 
 Write a criticism on teaching that class for the 
 contents of the child's mind rather than the 
 exercise of it. Why is instruction better than 
 examination in helping the child to think? What 
 is drill? Discuss "hearing the child recite" 
 versus teaching. Which requires most thought, 
 apprehension or comprehension? Why? What 
 is the great instrument of instruction? Show 
 the difference between questions of acquisition 
 and questions of assimilation and thought. 
 f Name several questions that belong to each of 
 these classes. What is the value of a question 
 that asks for an answer that must be thought 
 out before it can be given? Define and illustrate 
 mechanical teaching ; experimental teaching ; 
 21 
 
philosophic teaching. Name four sources of 
 knowledge. Which one of these sources is most 
 used iu the school? Which one is most valuable 
 in training the child to think? What does Burke 
 say about reflection? Define thinking in your 
 own terms. 
 
 22 
 
 ^ 
 
PART III. 
 
 CHAPTER I. 
 General Methods in the Recitation. 
 
 Define method. Show that acquisition and 
 reflection are the two fundamental powers of the 
 mind. What is analysis; synthesis? What does 
 Sir William Hamilton say of analysis? What 
 does Baldwin say? Which, analytic or syn- 
 thetic, method prevails in teaching little chil- 
 dren? Explain induction as a mode of thought. 
 What makes inductive conclusions reliable? 
 What is deduction as a mode of thought? Write 
 three syllogisms. What determines the value of 
 deductive conclusions? Show that induction 
 derives principles and deduction applies them. 
 Give your opinion of objective methods. What 
 
 [ IS meant by subjective methods; by empirical 
 
 i methods; rational methods? 
 
 I CHAPTER II. 
 
 Individual IVIethods in the Recitation. 
 
 J What is the lecture method? Name some of 
 j the advantages of this method, to the teacher; 
 ^ to the pupil. Name the disadvantages to each. 
 Why is the lecture method not applicable in pub- 
 ) lie schools? What is the question method? 
 I Name and illustrate three kinds of questions. 
 ' What do you think of the teaching that uses 
 I only test questions? What do you think of the 
 ( instruction that arouses and directs the thought 
 
 : 23 
 
of the child? Name some of the advantages 
 of the question method, to the teacher ; to the 
 pupil. Why should there be a definite purpose 
 back of all questions? What are "blind ques- 
 tions"? What is the Socratic method? What 
 does Dr. Brumbaugh suggest? What is Plato's 
 definition of opinion? State the fundamental 
 characteristics of the Socratic method. Give 
 the advantage of the Socratic method, to the 
 teacher ; to the pupil. What is the topic method? 
 Show the value of the thought phase of this 
 method from the verbal phase. Give some of 
 the advantages of each of these phases. Why 
 is the topic method valuable in giving continuity 
 of thought? What is the special language value 
 of the topic method? 
 
 CHAPTER III. 
 
 Oral and Written Work in the Recitation. 
 
 What advantage generally is the oral recita- 
 tion from the written recitation? Under what 
 conditions may a child copy a lesson and receive 
 little mental return for his effort? What is 
 your plan of marking written work? What is 
 the value of giving the child instruction upon 
 the errors he makes in his written work? What 
 advantages has the plan that uses a system 
 of symbols for designating errors? Show that 
 written work economizes time. What does Roark 
 say of the advantage of the written recita- 
 tion? 
 
 24 
 
CHAPTER IV. 
 
 Place and Tactics of the Recitation. 
 
 Why, in your judgment, should a class be 
 grouped into a small space during a recitation? 
 Why is it difficult to hold the attention of pupils 
 widely separated in the class? What is the 
 advantage of a code of signals for calling and 
 dismissing pupils? Would you ask a pupil to 
 rise and answer a series of questions in a recita- 
 tion while others are inattentive? What is the 
 advantage of stating a question to the entire 
 class in a general way and then of asking some 
 pupil to answer? Can you make all of the pupils 
 in your class answer the question silently be- 
 fore the oral answer is given? What do you 
 think of the concert method? 
 
 CHAPTER V. 
 The Use of Books in a Recitation. 
 
 What are likely to be some of the results that 
 j come from the nonuse of books in the hands 
 of the teacher in the elementary grades? Why 
 I is the text-book plan probably better than your 
 1 own improved plan? What is slavery to text- 
 book formality? Would you allow the use of 
 I text-books in the arithmetic class? Why? Ex- 
 I plain the term eye-minded ; ear-minded. What 
 j may the teacher do when a child cannot solve 
 , a problem? What should she do? Show w^hat 
 I is meant by the irrational method of using text 
 ] in geography when first put into the hands of 
 
the child. Explain what it is to study a lesson 
 with the class. What is the value of study 
 work ? 
 
 CHAPTER VI. 
 English in the Recitation. 
 
 What general criticism is made of English 
 generally in the school ? Show how heredity and 
 home environment lead to defective English. Do 
 our schools give enough time to the study of 
 English? What forms of language work are 
 of little value in the study of English? How 
 does the study of form, rather than the contents, 
 in language lead to defective English? Why 
 is English the most difficult of all subjects to 
 teach? What is the great aim in the study of 
 English? Show how habit language is stronger 
 than instruction. What Is the value of good 
 literature in the study of English? If children 
 dislike composition, who is to blame, the teacher 
 or the child? What would be the results of 
 the work under such conditions? How should 
 the child's vocabulary be enlarged and improved? 
 Does Pope's fine satire in the Dunciad apply to 
 the work in your school? What is the value 
 of oral language? Show how the study of a 
 masterpiece of good English aids the child. 
 Which is the valuable part of a law, its form 
 or its contents? Why is the constructive side 
 of English most valuable to the child? 
 
 26 
 

RALEIGH 
 M. UZZELL a CO . PRINTERS 
 1909 
 
Sv# 
 
j-IBRARY OF CONGRESS 
 
 .0 019 740 002 A