scriptive parts of the lessons appeal to your
pupils as real?

5. How successfully do you feel that you are applying the
principles for the use of the imagination? Do you definitely seek
to apply these principles in your lessons? Which of these is
probably the hardest to apply? What is your method of seeking its
application?

6. Are your pupils good in memory work? Do you ever give them
material to memorize the meaning of which is not wholly clear to
them? What help do you give the children when you assign them
memory work? Do you instruct them how to memorize what you assign?
To what extent are you following the laws of memory as stated in
the chapter?

FOR FURTHER READING

Betts, The Mind and Its Education.

Dewey, How We Think.

Coe, Education in Religion and Morals.

CHAPTER XI

TYPES OF TEACHING

One of the surest tests of the skillful teacher is his ability to adapt
his instruction to the child, to the subject matter, and to the
occasion--that is, to the _aim_. Teaching must differ in its type with
the age; the primary child and the older youth require different
methods. It must differ with the kind of material to be presented; a
lesson whose chief aim is to give information must be differently
presented from a lesson whose aim is to enforce some moral or religious
truth. It must differ with the occasion; a lesson taught a group of
children who have had no previous study or preparation on it will demand
different treatment from a lesson which has had careful study.

Types of lessons.--Several clearly recognized types of lessons are
commonly employed by teachers in both school and church-school classes.
No one of these lesson types can be said to be best in the sense that it
should be used to the exclusion of the others. All are required. Several
may even be employed in the same recitation period. The teacher should,
however, know which type he is employing at any given stage of his
instruction, and why he is using this type in preference to another type
of teaching. The following are the chief lesson types that will be found
serviceable in most church school classes:

1. The _informational_ lesson; in which the immediate aim is to supply
the mind with new knowledge or facts needed as a part of the equipment
of thought and understanding.

2. The _developmental_ (or inductive) lesson; in which the aim is to
lead the child through