The Recitation by George Herbert Betts
page 11 of 86 (12%)
page 11 of 86 (12%)
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The mind has what may be called three different levels. The first is the _sensory_ level, represented by the phrase "in at one ear and out of the other." Every one has experienced reading a page when the mind would wander and only the eyes follow the lines on down to the bottom of the page, nothing remaining as to the meaning of the text. It is easy to glance a lesson over just before reciting, and have it stick in the memory only long enough to serve the purposes of the recitation. Things learned in this way are not permanently serviceable and really constitute no part of an education. The second level of the mind may be called the _memory_ level. Matter which enters the mind only to this depth may be retained for a considerable time but is little understood and hence of small value. All rules and definitions committed without knowing their meaning or seeing their application, and all lessons learned merely to recite without a reasonable grasp of their meaning, sink only as deep as the memory level. The third and deepest level is that of the _understanding_. Matter which permeates down through the sensory and memory levels, getting thoroughly into the understanding level, is not only remembered but is understood and applied, and therefore becomes of real service in our education. Of course it is clear that the ideal in teaching should be to lead our pupils so to learn that most of what enters their memory shall also be mastered by their understanding. Therefore, in the recitation we should test not alone to see what the pupil knows, but also to see _how he knows it_; not only to find out whether he can recite, but also what are his methods of learning. We |
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