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“Children know how to read, but they cannot read.” (Burrell, “Recitation”)
“Without them the best pieces of English writing lose half their value; the best paper read before a cultivated audience misses its aim; the best lecture is only half a lecture, and the best sermon is an opiate. With them all is changed; the light from the writer’s soul is handed down from one generation to another. For good authors cannot die; the human voice is for-ever conferring immortality upon them. So magical is the power of a good reader that he can convey to an audience shades of meaning in his author which he himself does not suspect.” (Burrell)
“Recitation and committing to memory are not necessarily the same thing…” (Vol. 1, p. 224)
“And if such appreciation can be born when a good reader and a good audience meet, is it not worse than madness for us to look on English literature as mere work for the study, mere dictionary stuff? It was meant to be interpreted by the voice of life; there is only half the passion in the printed page. If there were more good reading round English firesides, do you suppose that the masterpieces of English thought would be studied, as they often are, merely with an eye to the examiners’ certificate?” (Burrell)
“The child should speak beautiful thoughts so beautifully, with such delicate rendering of each nuance of meaning, that he becomes to the listener the interpreter of the author’s thought.” (Vol. 1, p. 223)
“Knowledge is information touched with emotion: feeling must be stirred, imagination must picture, reason must consider, nay, conscience must pronounce on the information we offer before it becomes mind-stuff.” (In Memorium, p. 4)
“At this stage, his reading lessons must advance so slowly that he may just as well learn his reading exercises, both prose and poetry, as recitation lessons.” (Vol. 1, pp. 204-205)
“Perfect enunciation and precision are insisted on, and when he comes to arrange the whole of the little rhyme in his loose words and read it off (most delightful of all the lessons) his reading must be a perfect and finished recitation.” (Vol. 1, p. 222)
“The teacher reads with the intention that the children shall know, and therefore, with distinctness, force, and careful enunciation; it is a mere matter of sympathy, though of course it is the author and not himself, whom the teacher is careful to produce.” (Vol. 6, p. 244)
“The gains of such a method of learning are, that the edge of the child’s enjoyment is not taken off by weariful verse by verse repetitions, and, also, that the habit of making mental images is unconsciously formed.” (Vol. 1, p. 225)
“There is hardly any ‘subject’ so educative and so elevating as that which Mr. Burrell has happily described as ‘The Children’s Art.'” (Vol. 1, p. 223)
If you would like to study along with us, here are some passages from The Home Education Series and other Parent’s Review articles that would be helpful for this episode’s topic. You may also read the series online here, or get the free Kindle version from Fisher Academy.
Home Education, Part V, Chapter VII: Recitation
Recitation: The Children’s Art, Arthur Burrell, Parents’ Review, Vol. 1, pp. 92-103
Lady Clare, Alfred, Lord Tennyson
Charlotte Mason Soiree Facebook Group
You mention that recitations increased from 3x/wk in Form 1, to 5x/wk in Form 2, to 6x/week in Form 3. But in Form 4 and above, recitations drop off the schedule, but not the programs and exams. You said that Charlotte expected the oldest students to do recitations in their afternoon/evening time. I'm noticing this across several subjects. I realize that this is part of taking down the scaffolding. As a student gets nearer to adulthood, Ms. Mason is expecting and trusting that they will be incorporating these life-giving habits into a full life and carry them on throughout life.
Yes! Oh how we have lost this art. I love that you said (I think Nicole) that good recitation is a service to others. We've all sat in classrooms and Bible Studies where it makes all the difference when someone can read 'with sympathy' to arouse interest and understanding and to engage the audience as you say, and the times we've cringed, for our own ears, and for the poor reader himself, and for the work being read – such a disservice to all! You gave me so many great ideas to connect my son's emerging reading lessons to his poems. You said 'reading lessons compliment recitation and vice-versa'. I'm seeing time saved and increased enjoyment in our future, all the while explaining and expanding upon a pet peeve of mine and something near and dear to my heart!
On a side note, my DH was listening to the beginning and he's my All Things Baseball as American History man, and he said the first concession guy, during lulls in the games, would walk among the crowds reciting Byron and Shakespeare. The people loved it. (He also invented the hot dog on a cold day when he couldn't sell his ice cream I guess). But now we have marketing on big screens and twaddle to entertain us, when once we had beautiful poetic passages…who know?!:). Here's to bringing back Byron to Baseball!
Thank you so much for sharing this! I'm baffled as to how I've misunderstood Mason's design for recitation all these years! Somehow, my brain linked it strictly to memorization and I've made that the goal. I'm excited to approach this subject in light of what I've learned. I'm sure it will bring more delight to my children and cause them to more richly benefit from our efforts. Thank you, thank you!
Heather,
Thank you for sharing your new insight and for encouraging us that we have helped in your teaching.
Liz
Tricia,
Thank you for the great narration. We are so happy to expand ideas about that often overlooked subject.
Liz
Great observations. This is just one more example of how the education becomes the child's own, and we learn the importance of the principles as we practice them.
Liz
This is the first I've heard you mention a morning play break. How long is this break? You all agreed that recitation works well as the first thing right after returning from playing. Are there any subjects you recommend definitely doing before or after this break, or in any particular order? Thank you!
I've been looking forward to this episode even before I knew it was scheduled! I knew this was an aspect of our day that wasn't being implemented well, and I am looking forward to, well, "Mason-izing" it. 🙂 Thank you, I'm going to read the Burrell article this afternoon.
I have an old book entitled The Method of the Recitation by Charles and Frank McMurry, published 1897. I haven't delved into it at all because it seemed like something for high school age, but I am so glad to know expressive reading is supposed to be taught much younger! I am learning so much from your podcasts. I will give this book a thorough going-over now to see if it fleshes out this topic for me in practice. Thank you!
Are there days when the students are just practicing their recitations individually until they are ready to recite in front of eachother, or would each recitation lesson on the schedule imply a few minutes of individual practice & a few minutes of reciting in front of eachother? Thank you!
Erika,
I'm not sure there's a hard and fast answer. It greatly depends on the child and his or her reading and learning abilities. If you read the Burrell article, you will hear his (and Mason's) opinion about children not reciting before other children. My children usually have some coaching, then practice for several weeks much on their own, though of course I'm nearby and so do hear.
Liz
Makayla,
That is inspiring. You might read the article Mason refers us to and compare his opinions with those taught in your book. You may have a gem on your hands.
Liz
Thank you so much for your comment, Amber! I hope you have fun "Mason-izing" it! 😀
~Nicole
Hello Nicki,
Mason scheduled a play break or drill in the middle of the day for students through form 3. That is through 8th grade. It is a great time to get the wiggles out, have a snack, use the restroom, etc. It only 10-15 minutes, but it's amazing how well the kids learn to make use of this time. To study what Mason commonly scheduled before and after this break, I would suggest looking at my article A Charlotte Mason Morning Schedule. (http://sabbathmoodhomeschool.com/2014/07/a-charlotte-mason-morning-schedule/ )
~Nicole
Sometimes I need to be hit over the head with something before I get it. To clarify: recitation is practicing excellent reading of something excellent whether or not it is ever memorized? The act of "reciting" is simply to read the passage well? For example, if a Psalm is to be learned during Term 1, are we finished with it at the end of Term 1 whether or not it is strictly committed to memory? We would be free to review it now and then, but success does not mean that it is memorized? That *would* be so much less work and more joy.
That begs the question – is there a place for memorization in a CM education?
Thank you!
Kelly,
You're getting it and are correct. As to your questions, be sure that, along with reading it, they understand the meaning of the lines in the Psalm or poem. This will take some thought, discussion, perhaps a little research. Memorizing usually occurs in a more natural way, a biproduct. Memorization is also a good discipline and yes, there is a place for it, but more emphasis on knowing than saying.
Liz
Hi ladies,
I really enjoyed this episode. I am new to the CM way and have just started our 1B year with my 6-year-old son (using the Alveary to help!). Although I understand the overall goal of recitation lessons, I am confused about the implementation of it at this stage. Could you please clarify? Here is what I gathered.
Poem: The child’s choice (from a narrowed down list)
Hymn: Spoken, not sung, so as to gain familiarity with, and an understanding of, the lyrics and their meaning.
Bible: A parable is highly suggested for this age. I believe you said that first the teacher would read the parable and the child would narrate? For how many weeks?
Any other tidbits would be appreciated!!
I thoroughly enjoyed this and I am so relieved that recitation means teaching them to read well and not memorization. I’m now looking forward to this. Also, I read the linked article CM references. Perhaps it wasn’t meant to be comical but I laughed out loud at some points. He does not mince words, which is what made me chuckle. I was surprised at a couple of his “don’ts” but his explanations make sense. I would encourage everyone to read it. It’s very good. I am curious about some of his notes for orating in front of an audience. In that section. I believe he is talking about adults, not children, correct? Also, what do you do about children with speech issues? My sons have difficulties with various sounds. I know most of the sounds they struggle with and we are in speech therapy but it’s been a long road and we still have a long road ahead. Thoughts? Stories of encouragement? Thank you for sharing this and I also appreciated the info on how to teach this to a non-reader since I will be dealing with that. The suggestions tie in nicely with Amy Tuttle’s suggestions for creating a My Storybook for each child learning to read of all their poems and passages they are learning (in the book Discover Reading). Thanks again for a delightful podcast. I’m so excited to share my love of poetry with my children in a more intentional way.
Y’all are the Bees Knees. I just printed out my 2 oldest kids recitation selections and I will do my 2 youngest selections tomorrow. Is there a list per form for what are the best selections. That isn’t worded correctly, what I mean is you mentioned Shakespeare, poetry, hymn, & literature? Is this for every form?
Reba,
Take a look at the Schedules by Form page–those charts spell out how many of what kind of recitations each Form did in the PUS.