60. The recitation also affords opportunity for the exercise of special methods. We may or we may not ask questions. We may or we may not assign topics, we may or we may not draw pictures on a blackboard. We may or we may not ask pupils to consult the text of the lesson in reciting the same. These facts suggest methods that the wise teacher will consider carefully.

61. Questioning.—If the teacher asks and requires the pupils to answer a series of questions he is using the question method. It is a good method because it compels the pupils to think and to give expression in proper language to their thoughts. It is vastly better than telling, for telling things to pupils is not teaching, since it fails to cause the pupil's mind to act in any creative way. It is a much abused method because many questions that an unwise teacher asks do not lead by synthesis to a common general truth or law. It is to be noted that the simplest form of questioning seeks only to obtain in answer a statement of fact, as when one asks how many miles it is from Jerusalem to Jericho, or who betrayed Jesus, or any similar question that calls for a statement of fact. A better question is one that sets all the currents of thought aflow, that causes one to stop, think, weigh, ponder, deliberate, before framing an answer. A careful study of Jesus' method of asking questions is of the utmost value in mastering the fine art of teaching by the question method. In Luke 9 Jesus asks the question, "Who do the multitudes say that I am?" After the disciples had reported all the guesses of the people, he asked, "But who say ye that I am?" This question went to the heart of the subject of his identity. It forced from Peter a great declaration. Wise questioning always touches the very center of discussion and crystallizes thought.

62. For more advanced classes it is a good plan to assign in advance certain subjects to be recited by the pupil in the recitation. When this is done, the teacher uses the topical method. It requires a maximum of effort and should not be used with young pupils. It is an excellent method in the Bible classes.

63. Illustrations.—If the teacher uses objects, pictures, or drawings to make meaningful his language in teaching, he is using the illustrated method. This is especially valuable in the primary grades. The one necessary caution is that the objects, pictures, or drawings shall be wisely selected, and that in their use special care be taken that the interest of the pupils is focused upon the thought or fact to be taught and not upon the illustration.

64. If the teacher allows the pupils to consult the text while reciting, his method is likely to produce little permanent good. To fix the lesson in memory, to lay aside all books, to face the anxious and earnest teacher, is to secure the best results. Of course, there are times when the text is to be studied and when it is necessary to refer to the printed lesson, but a wise teacher will remember that when soul looks into soul the greatest possible good comes from teaching.

Test Questions

1. What is meant by a teaching method?

2. What is meant by the analytic method?

3. The synthetic method?