Indeed, after the first day, they become well-nigh automatic. Because of their adaptableness the pupils look upon the new order as the established order, and, besides, the rotation in the chair affords a pleasing antidote to monotony. Each day brings just enough novelty to generate a wholesome degree of antic.i.p.ation. They are all stimulated by an eagerness to know just what the day will bring forth. The cla.s.s exercise is relieved of much of the heavy formalism that characterizes the traditional recitation and that is so irksome to children of school age. The socialized recitation is a worthy enterprise that enlists the interest of all members of the group and unifies them upon the plane of a common purpose. In the common quest they become members in a social compact whose object is the investigation of some subject that has been found worthy the attention and thoughtful consideration of scholars and authors.
=The gang element.=--The members of the group represent all strata of society, and the group is, in consequence, a working democracy. Moving in the same direction under a common impulse and intent upon a laudable enterprise, race and cla.s.s distinctions are considered negligible, if, indeed, they are not entirely overlooked or forgotten. The group is, in truth, a sublimated gang with the undesirable elements eliminated and the potential qualities of the gang retained. The gang spirit when impelling in right directions and toward worthy ends is to be highly commended. In the gang, each member stimulates and reenforces the other members, and their achievements in combination amply justify their cooperation. The potency of the gang spirit is well exemplified in such enterprises as "tag day" for the benefit of charity, the sale of Red Cross stamps, and the sale of special editions of papers. People willingly enlist in these enterprises who would not do so but for the element of cooperation. We have come to recognize and write upon the psychology of the gang, and the socialized recitation strives to utilize these psychological principles for the advancement and advantage of the enterprise in hand.
=Proprietary interest.=--In a cooperative enterprise such as the one under consideration each member of the group feels a sense of responsibility for the success of the enterprise as a whole, and this makes for increased effort. In the traditional recitation the pupil feels responsibility only for that part of the lesson upon which he is called to recite. In his thinking the enterprise belongs to the teacher, and therefore he feels no proprietary interest. If the lesson is a failure, he experiences no special compunction; if a success, he feels no special elation. If the trunk with which he struggles up the stairs is his own, he has the feeling of a victor when he reaches the top; but since it belongs to the teacher, he feels that he has finished a disagreeable task, takes his compensating pittance in the form of a grade, and goes on his complacent way. The boy who digs potatoes from his own garden thinks them larger and smoother than the ones he digs for wages. The latter are potatoes, while the former are his potatoes.
Proprietary interest sinks its roots deep into the motives that impel to action.
=This interest in practice.=--The recitation in question strives to generate a proprietary interest in the enterprise on the part of every member of the cla.s.s so that each one may have a share in the joy of success. Such an interest gives direction and efficacy to the work of the cla.s.s exercise. Given such an interest, the pupil will not sit inert through the period unless stimulated by a question from the teacher, but will ask intelligent and pertinent questions to help the enterprise along. Moreover, each pupil, because of his proprietary interest in the enterprise, will feel constrained to bring to cla.s.s such subsidiary aids as his home affords. His interest causes him to react to clippings, pictures, magazine articles, books, and conversations that have a bearing upon the topic, and these he contributes opportunely in his zeal for the success of the recitation. His pockets become productive of a varied a.s.sortment of materials that the tentacles of his interest have seized upon in his preparation for the event, and so all members of the cla.s.s become beneficiaries of his explorations and discoveries.
=The potency of ownership.=--A child is interested in his own things.
The little girl fondles her doll in the most tender way, even though it does not measure up to the accepted standards of excellence or elegance.
But it is her doll; hence her affection. Volumes have been written upon the general subject of interest, and we have been admonished to attach our teaching to the native interests of the child, but the fundamental interest of proprietorship has strangely enough been overlooked. If we want to discover and localize the child"s interest, we have but to make an inventory of his possessions. His pony, his dog, or his cart will discover to us one of his interests. Again, if we would generate an interest in the child, we have but to make him conscious that he is the owner of the thing for which we hope to awaken his interest. This is fundamental in this type of recitation. The teacher effaces herself as much as possible in order to develop in the pupils a feeling of proprietorship in the exercise in progress, and the pupils are quick to take the advantage thus afforded to make the work their own.
=Exemplified in society.=--The socialized recitation has its counterpart in many a group in society. In the blacksmith shop, at the grocery, in the barber shop, in the office, at the club, and in the field, we find groups of people in earnest, animated conversation or discussion. They are discussing politics, religion, community affairs, public improvements, tariff, war, fashions, crops, live stock, or machinery.
Whatever the topic, they pursue the give-and-take policy in their efforts to arrive at the truth. They contest every point and make concessions only when they are confronted by indisputable facts. Some feeling, or even acrimony, may be generated in the course of the discussion, but this is always accounted a weakness and a subst.i.tute for valid argument. The recitation is rather more decorous than some of these other discussions, but, in principle, they are identical. Every one has freedom to express his convictions and to adduce contributory arguments or evidence. There are no restrictions save the implied one of decorum. The utmost courtesy obtains in the recitation, even at the sacrifice of some eagerness. There may be a half-dozen members of the group on their feet and anxious to be heard, but they do not interrupt one another without due apology.
=Abiding resultants.=--Unlike some of their elders, they are ready to acknowledge mistakes and to make concessions. They do not scruple to correct the mistakes of others, knowing that corrections will be gratefully received, but they do not accept mere statements from one another. They must have evidence. They combat statements with evidence from books or other sources that are regarded as authorities. They read extracts, or draw diagrams, or display pictures or specimens in support of their contentions. There is animation, to be sure; and, at times, the flushed face and the flashing eye betoken intense feeling. But the psychologist knows full well that these expressions intensify and make abiding the impressions. Both in victory and in defeat the pupil comes to an appreciation of the truth. Defeat may humiliate, but he will evermore know the rock on which his craft was wrecked. Victory may elate and exalt, but he will not forget the occasion or the facts. The truths of the lesson become enmeshed in his nervous system and throughout life they will be a part of himself.
=Reflex influence.=--Still further, this type of recitation reaches back into the home and begets a wholesome cooperation between the home and the school, and this is a desideratum of no slight import. The events of the day are recounted at the home in the evening, and the contributions of the members of the family are deposited as a.s.sets in the recitation the next day. Then the family is eager to learn of the reactions of the cla.s.s to their contributions. Such a community of interests cannot be confined to the four walls of a home, but finds its way to other homes and to places of business; the discussions of the cla.s.s become the property of society, and the influence is most salutary. Indirectly, the school is affording the people of the community many profitable topics of conversation, and these readily supplant the futile and less profitable topics. It is easy to measure the intelligence of an individual or of a community by noting the topics of conversation.
Gossip and small talk do not thrive in a soil that has been thoroughly inoculated with history, art, music, literature, economics, and statecraft.
=Influence upon pupils.=--From the foregoing it will be seen that this type of recitation represents, not a _modus operandi_, but, rather, a _modus vivendi_, not a way of doing things, merely, but a manner of living. The work of the school is redeemed from the plane of a task and lifted to the plane of a privilege. The pupil"s initiative is given full recognition and inspiriting freedom ensues. The teacher is not a taskmaster but a friend in need. Pupils and teacher live and work together in an enterprise in which they have common interests. The emoluments attending success are shared equally and there is no place for envy in the distribution of dividends. There is fair dealing in every detail of the work, with no semblance of discrimination. There is a cash basis in every transaction. If a pupil"s offerings are rejected, he sees at once that they are inferior to others and becomes a willing shareholder in the ones that are superior to his own. Nothing that is spurious or counterfeit can gain currency in the enterprise, because of the critical inspection of the members of the group, all of whom are jealous for the preservation of the integrity of their organization.
In this cross section of life we find young people learning, by the laboratory method, the real meaning of reciprocity; we find them winning the viewpoints of others with no abatement or abrogation of their own individuality; we find them able and willing to make concessions for the general good; we find them learning justice and discrimination in their a.s.sessment of values; we find them enlarging their horizons by ascending to higher levels of intelligence. This work is as much a part of life for them as their food or their games and they accept it on the same terms. They are becoming upright, intelligent, effective citizens by performing some of the work that engages the time and energies of such citizens. They are learning how to live by the experience of actual living.
=Part of an actual recitation given.=--Some schools have developed this type of recitation to a very complete degree and in a very effective way. In one such school the young woman who teaches the subject of history makes the following report of a part of one of her recitations in this study:
The cla.s.s was called to order by the chairman for the a.s.signment for the next day"s lesson, which proceeded as follows:
Teacher:--To-morrow we shall have for the work of this convention the New Const.i.tution as a whole. We are ready for suggestions as to how we had best proceed.
Earl:--It seems to me that a good way would be to compare it with the Articles of Confederation.
Joe:--I don"t quite get your idea. Do you mean to take them article by article?
Earl:--Yes.
(Joe and Frank begin at the same time. Teacher indicates Joe by nod.)
Joe:--But there are so many things in the new that are not in the old.
Earl:--That is just it. Let"s make a list of the points in one that do not appear in the other. Then by investigation and discussion see if we can tell why.
Teacher:--Frank, you had something to say a moment ago.
Frank:--Not on Earl"s plan, which I think an excellent one, but I wished to ask the cla.s.s if they think it important while looking through these two doc.u.ments to keep in mind the questions: "Is this the way things are done to-day?" and "Does this apply in our own city?" and "In case the President or Congress failed in their duty, what could the people do about it?"
Ella:--It seems to me that Frank"s suggestion is a good one for it bears upon what we decided in the beginning, that we must apply the history of the past to see how it affects us to-day.
Violet:--I should like to know how the people received the work of this convention. You know that it was all so secret no one knew what they were doing behind their closed doors. If the people were like they are to-day there would certainly be some opposition to the New Const.i.tution.
Elsie:--Good. Mr. Chairman, I move that Violet report the reception and rejection of the New Const.i.tution by the people of the several States as a special topic for to-morrow.
Robert:--Second the motion.
Chairman:--Miss Brown, have you any suggestion as to time limit?
Teacher:--I suggest ten minutes. (Chairman puts vote and suggestion is carried.)
Teacher:--Mr. Chairman, may we have the secretary read the several points in the a.s.signment?
At the chairman"s request the secretary reads and the cla.s.s note as follows: Study of the New Const.i.tution, emphasizing points of similarity and difference.
Seek reasons for same.
Application of Const.i.tution to our present-day life.
Remedy for failures if officers fail to do their duty.
Special topic ten minutes in length on the reception of the Const.i.tution by the people of the different States.
Teacher:--I think that will be enough--consult the text. In connection with the special topic some valuable material may be found in the Civics section in the reference room. The other references on this subject you had given you. Mr. Chairman, may we have the secretary read the points brought out by yesterday"s recitation?
QUESTIONS AND EXERCISES
1. What is meant by the "socialized recitation" as the term is here used?
2. Define separately the word "socialized" as used in this connection.
3. What are the teacher"s functions in such a recitation?
4. What are the teacher"s functions in the traditional recitation?
5. Compare the kinds of knowledge required of a teacher in connection with the two types of recitations.
6. Suggest a method of proceeding in a socialized recitation and show the advantages of the method.
7. Give some of the reasons why the socialized recitation enhances interest.
8. What is the essence of the "gang spirit"?
9. Compare the character and extent of the individual"s responsibility in the two types of recitations.
10. In what other ways is the socialized recitation likely to produce better reactions?
11. Some one says that the convention style of recitation will not do, because a few do all of the work. From your experience or observation do you find this true? If so, is this condition peculiar to that type of recitation? Suggest methods of counteracting this tendency in the socialized cla.s.s. Would these prove effective in a cla.s.s taught in the ordinary way?
12. Is one likely to overestimate the value of one"s possessions, mental or physical? Are the pupils (and perhaps the teacher) likely to overestimate what is done in the socialized recitation? What things may offset this tendency?