The same author lists as objections to the continued use of these rapid-fire questions the following bad features. They result in:
- 1. Nervous tension.
- 2. The teacher's doing most of the work.
- 3. Emphasis upon memory and superficial judgment.
- 4. Little time for the art of expression.
- 5. Little attention to the needs of particular individuals in a class.
- 6. The class being made a place for displaying knowledge.
- 7. Little self-reliant, independent thinking.
As illustrative of the fact question may we set down the following:
- Who was Joseph Smith?
- What was his father's name?
- What was his mother's name?
- Where was he born?
- How old was he when he received his first vision?
- When did he receive the plates?
The challenging question and the leading question are closely enough allied that we may well discuss them together. They are both intended to provoke creative thinking. The leading question aims to capitalize on what is already in the pupil's mind in getting him to go one step further to a conclusion we already have in mind. Instead of telling a class of young children that Joseph Smith prayed to the Lord for help in choosing the church to which he might best belong, we might proceed by saying that the Prophet had asked his father and mother—he had asked his best friends—he had talked with all the ministers he could find—he had read in all of the available books—now who can tell what else he could do? The chief merit of the leading question lies in the fact that it paves the way for the answer. It is particularly helpful in encouraging young and backward pupils. But is easily subject to abuse. So much so that its use is very largely restricted in law courts. It results too frequently in the teacher's thinking for the pupil, and therefore ought to be used with care.
The challenging question is the question that fosters originality of thought, independence of judgment. It simply raises a problem and leaves pupils free to arrive at their own conclusions. It makes for an intelligent faith so much desired in a democratic Church such as ours. It is the one question above all others that guarantees a vital class distinction.
Of course, there is a place for all four of these types of questions. As was said relative to the methods of the recitation, the best method is a variety of methods. So with questions. It is perfectly clear, however, that for general purposes that question which prompts greatest reflection and independent thinking is the best one to indulge most frequently. The following questions out of a lesson on Joseph Smith's First Vision are set down as typical of thought-provoking questions:
1. In view of the fact that when men choose a man for president of a bank they look for a man of maturity and experience, how do you explain that Joseph Smith, a mere boy, with little training or experience, was entrusted with the great responsibility of founding what we claim is the greatest institution of these latter days?
2. How can you convince the world that a just God would declare that none of their churches is right?
3. What vital truths are announced to the world through his first vision?