ity; and, whether in or out of office, I will
respond freely to every opportunity for public service.

I am grateful for the beauties of nature and for the great works of
art, music, literature and science, it is my privilege to enjoy.
These I will seek to understand and appreciate, that I may cultivate
broader sympathies and fellowship with mankind, the world, and the
Creator of all.

* * * * *

QUESTIONS AND SUGGESTIONS--CHAPTER XVIII

1. How does application go to the very heart of teaching?

2. Discuss the various conceptions of the term.

3. Distinguish between immediate and delayed application.

4. Discuss the possibility of intellectual application.

5. How can applications best be made?

6. When can applications best be made?

7. Distinguish between making an application and moralizing.

HELPFUL REFERENCES

Weigle, _Talks to Sunday School Teachers_; Betts, _How to Teach
Religion_; Brumbaugh, _The Making of a Teacher_; Betts, _The
Recitation_; Strayer and Norsworthy, _How to Teach_; Thorndike,
_Principles of Teaching_; Colgrove, _The Teacher and the School_.

CHAPTER XIX

METHODS OF THE RECITATION

OUTLINE--CHAPTER XIX

The question of method raised.--Danger of an entire disregard of
method.--The case of the "born" teacher.--Sound pedagogy largely a
matter of common sense.--Danger of being committed to a single
method.--The five possible methods: The Story Method; Reading
'Round; The Special Topic; The Lecture; The Discussion.

Two of the most practical questions that a teacher ever has to solve
are:

How shall I go about to prepare a lesson?

Having prepared a lesson, how shall I set about to teach it to my class?

The first of these questions has already been discussed in preceding
chapters; the second now calls for our consideration.

Is there a _one best method_? If so, what is it? What steps does it
involve? Instead of answering these questions directly, perhaps it will
be better to point out the various methods of the recitation, set down
their characteristics and relative values, and then formulate a
conclusion.

At the outset it may be advisable to sound two notes of warning. One is
against an entire disregard of methods. There are those persons who
believe that teachers are born, not made, and that therefore a
discussion of methods is useless. The born teacher, say these persons,
just tea