his own investigation and thinking to use the
information already in his possession as a basis for discovering new
truth or meaning.

3. The _application_ (or deductive) lesson; in which the aim is to make
application of some general truth or lesson already known to particular
problems or cases.

4. The _drill_ lesson; in which the aim is to give readiness and skill
in fundamental facts or material that should be so well known as to be
practically automatic in thought or memory.

5. The _appreciation_ lesson; in which the aim is to create a response
of warmth and interest toward, or appreciation of, a person, object,
situation, or the material studied.

6. The _review_ lesson; in, which the aim is to gather up, relate, and
fix more permanently in the mind the lessons or facts that have been
studied.

7. The _assignment_ lesson; in which help is rendered and interest
inspired, for study of the next lesson.

THE INFORMATIONAL LESSON

The child at the beginning is devoid of all knowledge of and information
about the many objects, activities, and relationships that fill his
world. He must come to know these. His mind can develop no faster than
it has the materials for thoughts, memories, ideas, and whatever else is
to occupy his stream of thought. He must therefore be supplied with
information. He must be given a fund of impressions, of facts, of
knowledge to use in his thinking, feeling, and understanding.

To undertake to teach the child the deeper meanings and relationships of
God to our lives without this necessary background of information is to
confuse him and to fail ourselves as teachers. For example, a certain
primary lesson leaflet tells the children that the Egyptians made slaves
out of the Israelites and that God led the Israelites out of this
slavery. But there had previously been no adequate preparation of the
learners' minds to understand who the Israelites or the Egyptians were,
nor what slavery is. The children lacked all basis of information to
understand the situation described, and it could by no possibility
possess meaning for them.

The use of the information lesson.--It is not meant, of course, that
when the chief purpose of a lesson is to give information no
applications should be made or no interpretations given of the matter
presented. Yet the fact is that often the chief emphasis must be placed
on information, and that for the moment other aims are secondary. To
illustrate: When youn