not like to test or drill. It is highly desirable that every teacher,
young or old in experience, should examine himself on this question
and, if he finds himself lacking in any one of the three, carefully
set to work to remedy the defect. The ideal for us all to reach is
equal skill in each of the three processes of the recitation, testing,
teaching, and drilling.




II

THE METHOD OF THE RECITATION


1. _Method varies with aim_

In the last chapter we discussed the aims or purposes of the
recitation. We now come to see how these aims affect the methods we
employ. For it is evident at the outset that the method we choose must
depend on the aim sought in the recitation. If we seek to-day to make
the recitation chiefly a test of how well the lesson has been
prepared, or how much of yesterday's work has been retained, we will
select a method suited for _testing_. If we aim to introduce the class
to the subject of percentage for the first time, the method must be
adapted to _teaching_. If we wish to make the recitation a drill in
the diacritical markings or the multiplication table, the method must
be still a different one. In other words, _the method must be planned
to accomplish certain definite ends if the teaching is to be
purposeful and effective._