ance. And yet it is
very excellent practice to reduce to formal statement the truth to be
presented. It is helpful to adopt the ruling that the aim should express
both a cause and a result. Perhaps an illustration would indicate the
difference between the aim stated as a mere heading, and stated fully
and formally. Take the case of the daughter of Jairus already referred
to,

_Mere Headings_:
Daughter of Jairus restored, or
The power of faith.

_Formal Aim_:
Implicit faith in God wins His choicest blessings.

Surely the latter is a more significant expression and offers better
training to the teacher than the setting down of mere headings.

The ability thus to crystallize out of a great variety of facts a single
focusing statement, coupled with the ability then to build about that
statement a clearly organized amplification, is the sign of a real
teacher. Instead of generalizing further, let us turn to the questions
on this lesson where some laboratory exercises are set down calling for
actual practice in the selection and justification of a number of aims.

* * * * *

QUESTIONS AND SUGGESTIONS--CHAPTER XVII

1. What is an aim?

2. Why is it particularly essential to good religious teaching?

3. What are the objections to "eleventh-hour" preparation?

4. To what extent is a teacher handicapped in deciding upon an aim for
another teacher to follow?

5. Turn to the following references and determine what possible aims
might be developed under each. Is any aim adequate for the whole
reference? In each case which do you consider your best aim? Why? How
much of the reference would you include in a single lesson?

John, Chapter I; Isaiah, Chapter II; III Nephi, Chapter X; Doctrine &
Covenants, Section 87.

HELPFUL REFERENCES

Colgrove, _The Teacher and the School_; Betts, _How to Teach Religion_;
Driggs, _The Art of Teaching_; Strayer and Norsworthy, _How to Teach_.

CHAPTER XVIII

APPLICATION

OUTLINE--CHAPTER XVIII

The question of application.--The matter a complex one.--Various
conceptions of the term as it affects the intellect, the emotions,
or the will.--Application may be immediate or delayed.--How to make
the application.--Illustrations.--Making the application and
moralizing.--Utah moral codes as objectives behind our teaching.

Application is one of the most important subjects in the whole range of