Show I I 1 I n I I A CLASS RECITATION IN A GERM GERMAN N SCHOOL I Ii II i i I Mj Ill B I B. B II Salt Sail Lathe LII Schools I I i I 1 I shall not nut attempt lu tv discuss i the till li or ur tilt the Gorman school 1 system My lY article II is chiefly descriptive tive und antI will cover the multi points ob oh- u observed served lJ by me ulo In ill one Ilia recitation which 1 believe is hi in ut most respects a u. typical recitation in u It good grammar grade It is Here lIere given uy 0 me In iii my diary at ut atthe atthe the oi ot tho ho day lluy on tUt Pic visit wits was etude At 11 Jl a a. a in III on Ja January 7 1101 I called at tho alto In the historic old ur university town of oC Hen heir 1 FalKmann l' the received me Inc mo most t rind and wo proceeded at once to his hIM room loom through thelong the thu lonG ong and Inti specious hallway halh on the first flour lour we wo entered ills his classroom w where it u grade bo boys s 's ranging In ht age from 12 to l l 11 years were scaled at th their lr desks denies a awaiting wal tile Inc ani arrival val of pf their heir teacher hem the door was opened 1 noted that the they were engaged In orderly or- or derly conversation among amons- Immediately all arose mead and remained standing until the tile teacher readied reached his desk when at a at L signal nal of or his Ilia hand they hey took their places an and per per- eeL quiet reigned It did not however appeared lu to be ho u at forced orce silence it scented perfectly natural and evidenced a a. for tor the thc presence ot of tho alto er or und and likewise a a. readiness for work It H was a lL neat appearing room and anu would seat about aboul W UJ comfortably Tho rho d desks were of or the ordinary backed style stylo found In most float German school rooms At Al the front trout was wa a a. rusH ruse ros rus- rus u H um una elevated L about u a root loot oyo at the lite floor noor A wooden board boar at the llie back of ants about leer lect constituted the thc to- to tul tut i blackboard apace pace on Un the thu front franc roil t of oe the rostrum was u lu lu about G 6 tc real t In n length rL This was undoubtedly I for lor ull till In Iii n experiments as the room I Is used chiefly for or the thc natural science classes alx pretty prell lamps lumps with gas lets jets suspended suspend suspend- ed eu from rom the ceiling snowed showed that the room is sometimes used for fOI evening c pupo purposes es an und and further that during the short days of oC the year ear artificial lights light fight IS s needed mornings morning and anil evenings c Without formality or loss of or time Ume the anchor stepped before his class with his ils hands clasped clapped pc and his graceful figure fig fig- ire ure perfectly cr erect erect- cL A perceptible move was hoard heard among the pupils and antI every one ono with folded arms erect and head and expectant look 1001 that hat betokened not only a fixed habit but ut a keen Interest was ready for or work vork It was Indeed an Hn Inspiring eight Ight for rot while there was perfect silence sl- sl I lence Ince it was not u a deathly eath stillness bit Ut a u condition which pupils considered c n c to their present well They hey were wro there to tu learnt and anti they had b brat clI trained to furnish h conditions most favorable for tor effective e teaching While hUe the he ready and respectful attitude o of each ach pupil W was II assumed cheerfully almost al almost al- al most mOlit unconsciously one could at ot the lie same Mime time discern that tho rho teacher himself was a thorough There tyas as something o of tho the military Pin In n his posture and antI In iii his movements mo I fin and nid thus tutus his hiM pupils ha had the benefit of c the lie silent but ut forceful Influence of or ex ex- ample Moreover Moreo he lie h I was wa well acquainted ac ac- with his lesson anti and felt u IL sincere sin sin- cere Core and anid devoted Interest in IL fL It which facts acts ha had Kati created a respect for him an anu and I u v confidence cOr in him Not ol a printed printed- 11 page was to be seen The pupils pupils' books were In desks and aul the teacher didn't need a n. book He lie knew his pupils pupil would prefer to tu drink the lie waters wailers from Cram tho lie living fountain Ii It was perhaps loss less than LImn a n minute raw lom the lie time 1 I entered the lour door until the he lI begat began alt g-alt The Thu subject was Ives Heat Heal The Jho teacher started by hy askil ask ask- il Ug What Ilal subject did wo we con consider I in out jur last lesson Apparently every land bond WU was up lip ll Liy By a 1 light movement of ur hits ils hl hand Herr mann Indicated tJ which one should s1 answer Tile The pupil alOI Immediately anti and began In iii our last lesson we J Jc-arned Jc Jea III riled U how heat may Il be jo radiated volt- volt Then came cune the lie I I didn't ask you what we learned hi III our nut Olt la last l lesson My fly h question was ryas wasYI YI What t subject lUll did we wr- con con idea A 1 J gunta general CI If l-a l a al l 1 u of ur hands showed that pearly all ull had detected the lac mistake mis mis- take tako The 1110 next pupil pointedly an un I d. We ro d studied tho subject 1 r. r of r I taut Heal last hist time might Then followed fol fol- rol-I rol lowed a It series seLles of oC constructed d with accuracy and precision und anti logi lol logically call rally cally ai ranged arranged Neatly Nearly ovary overy over answer I I Iwas was UH correct in Iu substance and void III In its Hs grammatical construction and antI consequently cease conse I was accepted without com cun- ment cum I There Thero were howe however several 80 cep each curl of or It received ed due clue I van One Uric bo buy boy fur for Instance In lint f I answer l to the lie question In what con condition con Cuu- was this flats busy body when It U expanded expand expand- ed cd answered It haul had been heated He lie was curti curtly told fold that lint this tills did not answer the lie question thu tic question had asked for tho rho condition a of ur Ole Che burly body Thu rue teacher leacher r added I want an nn o I ve in to your answer er cr Then Theil after one or two vain attempts the reply was given The boll body wa was In a kcal heated d condition ton eon d Correct Another made a in ht the lie ease case of or a certain noun nO Used by him It will be noted Holed that the thai declension o of In GUI man l Is II mm 1 hi I moro noro difficult than hi In It t is a u avery very rare thIn thing thing- for a le child OV over I 1 II 10 years u of age Hg-e to lu make a mistake mia mia- 19 11 take ake lu lit lie nominative of or any tiny noun I al though although p perhaps n a majority of nil all children and antI parents fell fall to Lo Inflect properly In the dative and accusative r and frequently in iii the lie genitive e On Only 1 comparatively few Cew ot or those th flit l profess pro pro- fees fess s to bo be educated speak with gram gram- accuracy I I. I c c. so far Car OK Of the tho e COMB U named alt uro concerned Of or courso alo o l p Ml suits I write with gram lit a accuracy lU C In justice to lo teachers teach teach- f ors ers wo must Mil say how however ver that lint JIM as a U arule rule rifle they ut are included among the few ew that hat speak correctly But Dut the noun re re- erred to thin dlo Scala was undoubtedly II a n new word to the tho pupil und anti further It ht ItIs It Is s a word woid of f r for hn extraction This lifts I 1 I pet perhaps hups accounts for tho the error i c-i r i u II UN II inn I taucher luau manifested much that thit II one onu of or Ills hit students had used us d the a i ring 1 I case las fort form of ur a n noun The rue pupil wu is I Ir r requested at to decline th tin lilt word oid JJ Tin Ho In III the lie attempt th the s t IlOn did likewise e but the tho third l boy hoy o 1 tt lit U It correctly and Iho Ilse lesson was ie re d dl I after an interruption of le lesti rf Hum butt t I a I u I l i s. s i 1 now exl expected the thi- t i r t tn III aJ the first boy buy to give the thu lie il l n- n sloe alon as liS he lie hud had heard lu hla 1 t I the be benoun h I noun correctly declined and I f fait It a little when ho lie full ti full d 10 to avail all himself of or this excellent i I unity to make the newly gained In- In of ot lasting value Ilow ow t In-I In T. T r the teachers teacher's ha had Its mom mein jKo ti-n J tinas as he evidently feared that dial further dK- dK 10 l ml might h t divert tIl the n attention tt II o far from tho the subject under conid Uon I The Tho general review 10 of the tho last Ici lesson lessun sun occupied about 12 L or 15 16 minutes Had td I me ate written all an of oC the answers In th tit ii I exact order he would have a 1 i of or the exorcise exercise made mad up of sinn horn t I pointed sentences logically rang at i I Aside tho the several oral i interruptions he would woul detect a n. t I I I continuity of or thought I The Tho teacher touchier was wars now nott ready to present presenta I a lie phu phase c of or the subject which ho lie tIl didin a a. most niost skillful wa way showing not not noton I on only his familiarity with the theme thc belt bOt also an Intimate acquaintance with some pedagogical principles that Underlie Uni un- un i derlie- derlie successful t touching teaching The Tate two fOlt lessons were so linked that th the I dividing line was not to be detected j l I I In the tho closing portion of or their PI previous pre I II hu I lesson H tho the pupils PuD had hal learned what hat a n thermometer is Ie ig its lis purpose o and tutu 1 y how haw it t In is matte made tho the making makinI of or it It exem exemplifying of or application of or the tho principles already studied The Reamer the thc thermometer in III most c common u use e In Germany had been beon considered first They ha had learned that on its scale zero represents the tho freezing point and vi WI degrees the bulling point at s sea ca ea level Je leveland and the they lead hall been led lcd to discover r fur for thom themselves lv ti that the same variation of or I Ithe the mercurial column Is represented on JU I the he Centigrade thermometer b by Joo de degrees de- de c- c grew grees or or In other othel words OItIS the same sam mercurial column with the two scale scales I Iside Iside side itlo lJ by side had hud shown thom them that so of I Idel del deg R equals 1 degrees tIes C C. The They undoubtedly un- un un undoubtedly un-I un understood It the he elements of ratio and anti proportion for fOl or the they had hatI constructed con con- I the lie fundamental proportion I 11 It C t t 5 One example will illustrate il- il il 11 lustrate the tin manner In which th they transferred It Beamer earner to Centigrade and anti vice versa ersa All solutions were wore oral The teacher said suld A temperature reo- reo resen tel by y IS degrees degree II n. is shown lJ bj by Continued on IH Ingo U Slue A CLASS RECITATION IN A GERMAN SCHOOL Continued from frol I P a I o t Ei Eight ht lt Jiow JOW man many degrees on the tho Cen Centigrade r In a few moments nine nine- tenths of or the thO bunds hand were vere raised A 4 small mall boy was was' asked for tor the solution 4 Which he gave as a follows folo 8 i 1 The he degrees of the nf Reamer scale are areA areto art to those of the scale 4 I Ir A J. J O 01 Centigrade as r to 5 f. f 6 thet therefore rore at nt any given tempera- tempera t uro there must be Ie as many five de grees Centigrade as there arc are four de 1 preen green Reamer In o degrees Reamer 1 there are ore 12 four degrees hence there S f must b be 12 32 degrees five degrees Centigrade or 60 GO wS degrees on oil the Cen Centigrade c scale There- There p I is 8 dog deS Reamer equals CO GO C degrees Numerous mental reins 8 1 were given hen some more t than the above all aU of which wore were S d In the sonic same general but ac accurate urS ur ur- S c ate ute way S Stepping to the board with more than thanS S ordinary deftness th Iho teacher sketched an act Ul outline of a 0 thermometer and anti drew rew 1 side by side the respective scale of the Reamer Centigrade and Fahrenheit I thermometers Tip They had not yet hoard heard hUd of or the Fahrenheit thermometer anti and the theS S S purpose was to Introduce It i and anti show It I In It its relation to the other two first firs firstS S to the Centigrade and then to the Reamer Rca flea mer mar Without many marcy words the pupil 5 discovered 0 degrees R n and ad 0 degrees degree C correspond to 32 12 2 degrees F and fur tur- r Uter that the boiling boing points are SO Si S tieS de tie- 5 S grecs R It or degrees C or 12 2 degrees de tie- 10 grees I R F. I Then In answer to a n question nearly all were ready rendy to show that tha II 5 ul S while the boiling point t is degrees eEs deJ-eEs F F. F. F this represents In reality a variation o oISO of S S ISO 15 5 degrees from rom th the freezing Th This gave the teacher occasion to explain I Jave how It I Is IH that 0 degrees F F. Is hi 52 32 degrees degree below the freezing point Se Several Seral ral ques- ques Shone brought out the additional S of or lons relationship namely R n F an and C F 3 L To ro aid tho thu memory in reo re- re S o tailing G these numbers their attention attentionS S S wan called lo to the tiie fuel fact Hint the nine la is lae isS S e lo 10 the um l H of tile the tle other two other two fig t rg- rg I ares ures ures A few problems wore stere given I n for tor torI fit first from ruin the tho Fahrenheit scale calo to tho Centigrade then to tho the I Roamer Reamer and arid vice A Romer versa very cry in In- In and arid Instructive talk on the proper temperature of or rooms tho the unpleasant un un- un- un pleasant and Injurious effects of or a temperature tern tem too hl high h or too low concluded exercise which a as I Is the LIce case caN with wih I most of the Ip lessons in the thc higher grades had consumed about an au 11 hour At AL the th- I I roper proper signal Nib t pupils took their book bool sacks from rom th the desks and ani passed Il orderly out of or th the room Four or 01 five h remained behind nail ami 11 conversed pleasantly pleas ideas antly for a a few Cew minutes minutes In this brief Out lt or of necessity ly Incomplete Incomplete plate resume of the lesson I have en endeavored endeavored en- en to give special prominence nce to tho striking features ot r the exercise at t the expense of oth other more e essential nta portions I. I I K e. f. f more p essential st to Hie lh pupi pupil S Some m ma may take talce exception to the I teachers teacher's method of cf f Interrupting a pupil pu inc pil pl whore th iho ice latter failed to give Kin a n di direct dl- dl red and grammatical answer on nit 01 he Ih wound ground that it i breaks th the eon continuity of thought and anti males makes the pupil too self self- e- e conscious and acid further that It emphasizes em pm- the lice manner ton too 1 at ut tin tin- tl expense c p of the mn matter UN The he In Interruptions terru LOI however howe N were er erso su so few fw when ono nan considers the tle vast aCt extent of the tho tw lesson and ant of such sucil short duration as 10 to hl but lut little effect affect on the logical sequence nc of thought The Tue ml most t careful c observation tion railed milled to disclose nn any further traces of self self consciousness ness than one sees CS In nl any or fI well organized school school 11 The means mans forward arid boys boy were I by no Imp Impertinent rt nor w wrt r the they thea so timid limit ns as JM not to be he anxious to answer nl accy question flues ques tion they thought they would nn answer Or ton tw In fact tH they were like the members of or any other cla cn class s. s |