of well-directed questions, to accomplish these things
by their own answers and discussions. Yet it is a common experience,
especially with children, that we like best any program, recitation, or
exercise, in which we ourselves have had an active part. And it is also
from the lesson in which we have really participated that we carry away
the most vivid and lasting impressions.

The lecture method not for general use.--Every teacher should
therefore consider, when making his lesson plan, just what his own part
is to be in the presentation of material. Some latitude must be allowed,
of course, for circumstances which may arise in the recitation bringing
up points which may need elaboration or explanation. But he should know
in a general way what material he is to bring in, what applications he
will emphasize, and what illustrations he will use. He should not trust
to the inspiration of the moment, nor allow himself to be led off into a
discussion that monopolizes all the time and deprives the class of
participation. More than one church-school class has failed to hold the
interest, if not the attendance, of its members because the teacher
mistook his function and formed the habit of turning expositor or
preacher before his class. The overtalkative teacher should learn to
curb this tendency, or else give way to one who brings less of himself
and more of his pupils to bear upon the lesson.

This does not mean that the teacher shall never lecture or talk to his
class. Indeed, the teacher who does not have a message now and then for
his pupils is not qualified to guide their spiritual development. It
means, rather, that lecturing must not become a habit, and that on the
whole it should be used sparingly with all classes of children. It means
also that all matter presented to the class by the teacher himself
should be well prepared; that it should be carefully organized and
planned, so that its meaning will be clear and its lesson plain, and so
that time will not be wasted in its presentation. It will be a safe rule
for the teacher to set for himself not to come before his class with a
talk that is not as well prepared as he expects his minister to have his
sermon. And why not! The recitation hour should mean at least as much to
the church class as the sermon hour means to the congregation.

THE QUESTION-AND-ANSWER METHOD

Skill in questioning lies at the basis of most good teaching of
children. Good questioning stimulate