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The assignment is the great guarantee of a good recitation. It sets up
objectives--it points the way--it starts the thought process that is to
produce a discussion worth while at the subsequent meeting of the class.
Much has been said recently against the practice on the part of the
teacher of saying, "Take chapter three for next time." There are
superintendents of schools who refuse to keep such teachers in their
service. To make such an assignment, particularly in classes that meet
only once a week, and especially if the assignment is made, as is too
usually the case, after the signal for class dismissal has been given,
is to promise the pupils a week in advance that their next lesson will
be very much of a failure.
A good assignment is characterized by several very definite features. In
the first place it is perfectly clear. Given at a time when pupils are
following it, it gives specific direction as to the work to be done
ahead in preparation. It indicates the direction of intellectual travel,
points out sources of material, and indicates what is to be looked for.
Reference or textbooks are so pointedly referred to that pupils not only
remember their names, they want to turn to them to enjoy their
contributions.
In the second place, a good assignment raises a problem which is a
challenge to the mental powers of pupils.
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