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Page 71
2. The _lecture_ method, in which the teacher himself discusses the
topic of the lesson, presenting the facts, offering explanations or
making applications as he judges the case may require.
3. The _question-and-answer_, or discussion, method, in which the
teacher leads in a half-formal conversation, asking questions and
receiving answers either to test the pupil's preparation or to develop
the facts and meanings of the lesson.
4. The _story_ method, in which the teacher uses a story, told either in
the words of the writer or in his own words, to convey the lesson. The
story method differs from the lecture method in that the story recounts
some real or fancied situation or occurrence to convey the lesson, while
the lecture depends more on explanation and analysis.
It may sometimes happen that an entire recitation will employ but one of
these methods, the whole time being given either to reciting upon
topics, to a lecture or discussion by the teacher, or to a series of
questions and answers. More commonly, however, the three methods are
best when combined to supplement each other or to give variety to the
instruction.
THE TOPICAL METHOD
There is really no absolute line of demarkation between the topical and
the question-and-answer method. The chief difference lies in the fact
that the _question_ deals with some one specific fact or point, while
the _topic_ requires the pupil to decide on what facts or points should
come into the discussion, and, so make his own plan for the discussion.
The plan of the topical method.--It is evident that the topical method
of reciting will require more independence of thought than the
question-and-answer method. To ask the child to "give the account of
Noah's building of the Ark," or to "tell about Joseph being sold by his
brothers" is to demand more of him than to answer a series of questions
on, these events. The topical method will, therefore, find its greatest
usefulness in the higher grades rather than with the younger children.
This does not mean, however, that children in the earlier grades are to
be given no opportunity to formulate their thought for themselves and to
express their thought without the help of direct questions.
This power, like all others, is developed through its use, and is not
acquired at a certain age without practice. Even young children may be
encouraged to retell stories in their own words, or to tell what they
think about any problem that interests them; and all such exercises are
the best of preliminary training in the use of the topical method.
Narrative topics.--The easiest form of the topical method is that
dealing with _narration_. Children are much more adept at telling _what
happened_--recounting a series of events in a game, a trip, an incident,
or an accident--than in giving a _description_ of persons, places, or
objects. The Bible narratives will therefore afford good starting places
for topical recitations in the younger grades. Older pupils may be
called upon to discuss problems of conduct, or to make applications of
lessons to concrete conditions, or carry on any other form of analysis
that calls for individual thought and ability in expression.
Report topics.--A modified form of the topical method is sometimes
called the _report_ method, or the _research_ method. In this use of the
topical method some special and definite topic or problem is assigned a
pupil to be prepared by special study, and reported upon before the
class. This plan, at least above the elementary grades, has great
possibilities if wisely used. The topics, if interesting, and if adapted
to the children, will usually receive careful preparation. Especially is
this true if well-prepared pupils are allowed in the recitation to make
a brief report to an interested audience of classmates.
Care must be taken in the use of this method not to permit the time of
the class to be taken with uninteresting and poorly prepared reports by
pupils, for this will kill the interest of the class, set a low standard
of preparation and mastery, and render the method useless. When a topic
of special study is assigned to a pupil, care must be taken to see that
the exact references for study are known and that the necessary material
is available. The devoted teacher will also try to find time and
opportunity to help his pupil organize the material of his report to
insure its interest and value to the class.
Avoiding a danger.--A danger to be avoided in the use of the topical
method is that of accepting incomplete and unenlightening discussions
from pupils who are poorly prepared. To say to a child, "Tell what you
can about David and Goliath," and then to pass on to something else
after a poorly given account of the interesting story is to fail in the
best use of the topical method. After the child has finished his
recitation the teacher should then supplement with facts or suggestions,
or ask questions to bring out further information, or do whatever else
is necessary to enrich and make more vivid the impression gained. This
must all be done, however, without making an earnest child feel that his
effort has been useless, or that what he has given, was unimportant.
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