Aimless talking which indulges in the main in vague generalities can never be justified. Preaching presumes a pulpit and has little place in classwork.  The teacher who persists in talking most of the time overvalues his own thoughts and minimizes the ideas of others.  Much talking stifles initiative and independent thinking.  Then, too, it gives no opportunity for developing pupils’ power of self-expression and provides no means for the teacher to check the reaction going on in the pupils’ minds—­assuming that one goes on!  It is astonishing what erroneous notions members of a class can get from merely hearing a lesson presented.  Given a chance to express their conclusions, they will themselves correct many of their false impressions.

There are occasions, however, when a lecture is extremely valuable.  Frequently after several weeks of discussion a class is hungry to hear “the truth about the matter.”  There is then afforded a splendid opportunity for the teacher to drive home a real message.  Then, too, specialists, because of their advanced study on a particular subject, can often present in an hour the results of years of investigation.

Furthermore, in a lecture, the teacher can make an emotional appeal which is practically out of the question in other methods.  His enthusiasm and conviction can be made to “carry” his pupils to the contemplation of new truths.  Used with discretion, the real lecture is a valuable asset in teaching; indulged in regularly as mere talking or preaching, the method ought certainly to be discouraged.

5. The Discussion Method. This method, built upon questions and their answers, is commendable for its democracy and because of the fact that it stimulates both thought and discussion on the part of most if not all of the pupils.  Questions are so vital to good teaching that Chapter XXI will be devoted to their consideration.  Suffice it to say here that for all practical purposes it is the basis of the best teaching.  Discussions make it possible to reach pupils “Where they are”—­make it possible for everyone to contribute of his experience to everyone else.

The one outstanding difficulty with the discussion method lies in the fact that it calls for such skilful direction.  It so easily runs off on tangents that the teacher is kept on his mettle holding to the subject in hand.

After all, each method has its advantages and its disadvantages.  There are times when any one of them can be profitably used; it is clear that any one of them can be abused—­can be made more or less monotonous.  Perhaps we can wisely conclude that, “The best method is a variety of methods.”

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QUESTIONS AND SUGGESTIONS—­CHAPTER XIX

1.  Why is it essential that teachers study methods of the recitation?

2.  What method do you regularly follow?  Why?