Should you call that reciting well?"
Nothing is more common than for pupils to say, when they fail of
reciting their lesson, that they could say it at their seats, but that
they can not now say it before the class. When such a thing is said for
the first time it should not be severely reproved, because nine children
in ten honestly think that if the lesson were learned so that it could
be recited any where, their duty is discharged. But it should be kindly,
though distinctly explained to them, that in the business of life they
must have their knowledge so much at command that they can use it at all
times and in all circumstances, or it will do them little good.
One of the most common cases of difficulty in pursuing mathematical
studies, or studies of any kind where the succeeding lessons depend upon
those which precede, is the fact that the pupil, though he may
understand what precedes, is not _familiar_ with it. This is very
strikingly the case with Geometry. The class study the definitions, and
the teacher supposes they fully understand them; in fact, they do
_understand_ them, but the name and the thing are so feebly connected in
their minds that a direct effort and a short pause are necessary to
recall the idea when they hear or see the word. When they come on,
therefore, to the demonstrations, which in themselves would be difficult
enough, they have double duty to perform. The words used do not readily
suggest the idea, and the connection of the ideas requires careful
study.
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