mbers from regular preparation of the lesson as a whole. If the
teacher will assign the lesson proper to all of the class and then
select certain aspects--certain suggested problems--for more intensive
research, the reports on special topics can be made to contribute
wonderfully to the richness of the class hour. The topic method, then,
is primarily a supplemental method, and if wisely used has these
advantages:

A. It makes for an enriched lesson. It makes possible expert opinion,
and the results of special, careful investigation which the class as a
whole would be unable to make.

B. It lends variety to class procedure and guarantees that the teacher
will not do all the talking.

C. It fosters individual expression. It trains pupils to formulate an
attack, to organize findings, and to stand and deliver a connected and
well thought out message.

D. It promotes a habit of investigation--it leads pupils to work out for
themselves the problems of the Gospel which they encounter.

4. _The Lecture Method._ The comment of a student of the Brigham Young
University on the lecture method was unique: "The lecture method
wouldn't be so bad if a teacher really lectured--he usually just talks.
And talking a lot when you haven't much to say is pretty discouraging to
a class."

Aimless talking which indulges in the main in vague generalities can
never be justified. _Preaching_ presumes a pulpit and has little place
in classwork. The teacher who persists in talking most of the time
overvalues his own thoughts and minimizes the ideas of others. Much
talking stifles initiative and independent thinking. Then, too, it gives
no opportunity for developing pupils' power of self-expression and
provides no means for the teacher to check the reaction going on in the
pupils' minds--assuming that one goes on! It is astonishing what
erroneous notions members of a class can get from merely hearing a
lesson presented. Given a chance to express their conclusions, they will
themselves correct many of their false impressions.

There are occasions, however, when a lecture is extremely valuable.
Frequently after several weeks of discussion a class is hungry to hear
"the truth about the matter." There is then afforded a splendid
opportunity for the teacher to drive home a real message. Then, too,
specialists, because of their advanced study on a particular subject,
can often present in an hour the results of years of investigation.

Furthermore,