next question quite ready, and so bridges over the interval by saying
over the answer just given by the pupil. It is a method of gaining
time, but really finally results in great loss of time in the
recitation. By actual count, many teachers have been found to repeat
as many as 75% of the answers given in the recitation. Besides the
great waste of time, the repetition of answers is a source of
distraction and annoyance to pupils. No one enjoys having his words
said over after him constantly. Of course answers may sometimes need
to be repeated to emphasize some important point. But when repetition
has become a habit, no emphasis is gained by the repetition.

Finally, answers should be required in good English, clear and
definite, like the questions. Pupils who say, "An improper fraction is
'where' the numerator is greater than the denominator"; "A compound
sentence is 'when' it has two or more independent clauses," should be
led to restate their answers in clear and correct language.




IV

CONDITIONS NECESSARY TO A GOOD RECITATION


We have now discussed the aim of the recitation, its methods, and the
principles governing the art of questioning. But no matter how well
defined the aim for the recitation, no matter how excellent its
method, no matter how skilled the teacher may be in the art of
questioning, these things alone cannot make a good recitation. Certain