mperfect
though the account is of his instruction. He always met his hearers on
the plane of their own lives. He would begin his instruction with some
common and familiar experience, and lead by questions or illustrations
to the truth he wished to present. In this way, without the use of
technical words or long phrases, he was able to teach deep and
significant truths even to relatively uninformed minds. Jesus appealed
to the imagination through picturesque illustrations and parables. He
made his hearers think for the truth they reached, and so presented each
truth that its application to some immediate problem or need could not
be escaped. He was always interesting in his lessons, for they did not
deal with unimportant matters nor with tiresome platitudes. He never
failed to have definite aim or conclusion toward which his teaching was
directed, and the words or questions he used in his instruction moved
without deviation toward the accomplishment of this aim. He was too
clear, too deeply in earnest, and too completely the master of what he
was teaching ever to wander, or be uncertain or to waste time and
opportunity. He felt too compelling a love for those he taught ever to
fail at his task.

Finally, Jesus was himself the embodiment of the truths and ideals he
offered others. He lived the lessons he desired his pupils to learn. He
rendered concrete in himself the religion he would have his followers
adopt. His life was a lesson which all could learn and follow.

1. Which type of recitation method do you most commonly employ?
Which do you like best? Do you combine the several methods
occasionally in the same recitation? Do you plan which is best for
each particular occasion?

2. To what extent do you use the topical method? Do your pupils
succeed in discussing the topics with fair completeness? Do you
always supplement with matter of your own, or expand the topics by
asking questions when the discussion has been incomplete?

3. Stenographic reports of various recitations have shown that
teachers often themselves use from two to three or four times as
many words in the lesson hour as all the pupils combined. Do you
believe that for young pupils this is good teaching? Have you any
accurate notion of the time you yourself take? Do you talk too
much?

4. Study your questioning in the recitation and determine as well
as you can which of t