Drill, in order to be effective, must not stop short of thorough mastery. The matter which is barely learned, or the verse which can be but doubtfully repeated is sure to escape if not fixed by further drill. It is probable, as suggested in an earlier chapter, that we attempt to have our children memorize too much Bible material which is beyond their understanding and too difficult for them. On the other hand, there can be no doubt that we fail to teach them sufficiently well the smaller amount of beautiful sentiments, verses, poems, songs, and prayers which should be a part of the mental and spiritual possession of every child. Our weekly lessons provide for the memorizing of Bible matter week by week, yet surprisingly few children can repeat any sensible amount of such material. Better results would follow if we should require less material, select it more wisely, and then drill upon it until it is firmly fixed in the mind as a permanent and familiar possession.
THE APPRECIATION LESSON
It is quite as essential that the child shall come to enjoy and admire right things as that he shall know right things. To cultivate appreciation for the beautiful, the good, the fine, and the true is one of the great aims of our teaching. One who is able to analyze a flower and technically describe its botanical parts, but who fails to respond to its beauty has still much to learn about flowers. One who learns the facts about the life of Paul, Elijah, or Jesus but who does not feel and admire the strength, gentleness, and goodness of their characters has missed one of the essential points in his study. One who masters the details about a poem or a picture but who misses the thrill of enjoyment and appreciation which it holds for him has gathered but the husks and misses the right kernel of meaning.
How to teach appreciation.—Appreciation can never be taught directly. The best we can do is to bring to the child the thing of beauty or goodness which we desire him to enjoy and admire, making sure that he comprehends its meaning as fully as may be, and then leave it to exert its own appeal. We may by ill-advised comment or insistence even hinder appreciation. The teacher who constantly asks the children, "Do you not think the poem is beautiful?" or, "Is not this a lovely song?" not only fails to help toward appreciation, but is in danger of creating a false attitude in the child by causing him to express admiration where none is felt.
There is also grave doubt whether it is not a mistake to urge too much on the child that he "ought" to love God, or that it is his "duty" to love the church. The fact is that love, admiration and appreciation cannot be compelled by any act of the will or sense of duty. They must arise spontaneously from a realization of some lovable or beautiful quality which exerts an appeal that will not be denied.
The part of the teacher at this point, therefore, is to act as interpreter, to help the learner to grasp the meaning of the poem, the picture, the song, or the character he is studying. The admirable qualities are to be brought out, the beautiful aspects set forth, and the lovable traits placed in high light. The teacher may even express his own admiration and appreciation, though without sentimentality or effusiveness. Nor is it likely that a teacher will be able to excite admiration in his class for any object of study which he does not himself admire. If his own soul does not rise to the beauty of the twenty-third psalm or to the inimitable grandeur and strength of the Christ-life, he is hardly the one to hold these subjects of study before children.
THE REVIEW LESSON
Reviews and tests fulfill a double purpose for the learner: they help to organize and make more usable the matter that has been learned, and they reveal success or failure in mastery. They also serve the teacher as a measure of his success in teaching. The review lesson should not be, as it often is, a mere repetition of as many facts from, previous lessons as time will permit to be covered. It should present a new view of the subject. It should deal with the great essential points, and so relate and organize them that the threefold aim of fruitful knowledge, right attitudes, and practical applications shall be stressed and made secure.
Guiding principles.—If the section of matter under review deals with a series of events, such as the story of the migration of the Israelites from Egypt or the account of the ministry of Jesus, then the review lesson must pick out and emphasize those incidents and applications which should become a part of the permanent possession of the child's mind from the study of this material. These related points should be so linked together and so reimpressed that they will form a continuous view of the period or topic studied. There is no place for the incidental nor for minute and unrelated detail in the review.
The teacher will need most careful preparation and planning to conduct a review. He must have the entire field to be reviewed fully mastered and in his own mind as a unit, else he cannot lead the child back over it successfully. He must work out a lesson plan which will secure interest and response on the part of his pupils. Many review lessons drag, and are but endured by the class. This may be accounted for by the fact that the review recitation often fails to do more than repeat old material. It may also come from the fact that the children are asked details which they have forgotten or never knew, so that they are unable to take their part. It may in some cases arise from the fact that the teacher is himself not ready for the review, and does not like review days. Whatever may be the cause, the review that fails to catch interest or call forth enthusiasm has in so far failed of its purpose. The minds of teacher and pupils should be at their best and concentration at its keenest for the review lesson.
ASSIGNMENT OF LESSON
No small part of the success of instruction depends on faithfulness and skill in assigning lessons. Too often this is left for the very last moment of the class hour, when there is no time left for proper assignment and the teacher can give only the most hurried and incomplete directions. Or, it may be that the only direction that is given is the exhortation to "be sure to prepare the lesson for next week." But this will not suffice. We must not forget that children, especially the younger children, may not know just how to go to work upon the lesson, nor what to do in getting it. It is hard for any young child to gather thought from the printed page, even after he has attained fair skill in reading; and it is doubly hard if the matter is difficult or unfamiliar, as is much of the material found in the church-school lessons.
How to make the assignment.—In order to assign the lesson properly the teacher must, of course, be perfectly familiar with the coming lesson. This means that he must keep a week ahead in his preparation, which is in the end no loss, but even a gain. The teacher must also have the plan of the lesson sufficiently in mind that he knows just what points are to be stressed, what will present the most difficulty to the class, what will most appeal to their interest, and what will need to be especially assigned for study or investigation. In lessons which children are to prepare at home it is usually well to go over the material briefly with the class in making the assignment, giving hints for study, calling attention to interesting points, and stating very definitely just what the class is expected to do.
If there is to be written work, this should be fully understood: if handwork or drawing or coloring, it should be made perfectly clear what is required; if memory material is asked for, it should be gone over, the meaning made clear to every child, and directions given as to how best to commit the matter. If outside references are assigned in books or magazines, the reference should be written down in the notebook or given the child on a slip of paper so that no mistake may be made. The purpose and requirement in all these matters is to be as definite and clear as would be required in any business concern, leaving no chance for failure or mistake because of lack of understanding. Less than this is an evidence of carelessness or incompetence in the teacher.
1. In order better to understand and to review the several types of lessons listed in the chapter it will be well for you to look through the lessons for the current quarter or year and determine to which type each separate lesson belongs. How many do you find of each type? Are there many lessons that will involve several of the types?
2. Which type of these lessons do you best like to teach? Is there any particular type that you have been neglecting? Any in which you feel that you are not very successful? What will you need to do to increase your efficiency on this type of lesson?
3. Do you feel that you are reasonably skillful in leading children to discover truths for themselves through the use of questions? If you find when questioning that the children lack the information necessary to arriving at the truth desired, what must you then do? What do you consider your greatest weakness in conducting the developmental lesson?
4. Does your class like review lessons? If not, can you discover the reason? Have your reviews been largely repetitions of matter already covered, or have they used such devices as to bring the matter up in new guise? Do you believe that review day can be made the most interesting of the lessons? Some teachers say it can, How will you go at it to make it so?
5. What application, or deductive, lesson have you taught your class recently? Was it a success? Have you ever discovered a tendency in your teaching to have your class commit to memory some great truth, but fail in its application to real problems in their own lives? What applications of religious truths have you recently made successfully in your class?
6. What is your method or plan of assigning lessons? Do you think that any part of the children's failure to prepare their lessons may be due to imperfect assignments? Will you make the assignment of the lessons that lie ahead one of your chief problems?
FOR FURTHER READING
Earhart, Types of Teaching.
Strayer, A Brief Course in the Teaching Process.
Hayward, The Lesson in Appreciation.
Knight, Some Principles of Teaching as Applied to the Sunday School.
Maxwell, The Observation of Teaching.
CHAPTER XII
METHODS USED IN THE RECITATION
The particular mode of procedure used in recitation will depend on the nature of the material, the age of the pupils, and the aim of the lesson. For the church-school recitation period four different methods are chiefly used. These are:
1. The topical method, in which the teacher suggests a topic of the lesson or asks a question and requires the pupil to go on in his own way and tell what he can about the point under discussion.
2. The lecture method, in which the teacher himself discusses the topic of the lesson, presenting the facts, offering explanations or making applications as he judges the case may require.
3. The question-and-answer, or discussion, method, in which the teacher leads in a half-formal conversation, asking questions and receiving answers either to test the pupil's preparation or to develop the facts and meanings of the lesson.
4. The story method, in which the teacher uses a story, told either in the words of the writer or in his own words, to convey the lesson. The story method differs from the lecture method in that the story recounts some real or fancied situation or occurrence to convey the lesson, while the lecture depends more on explanation and analysis.
It may sometimes happen that an entire recitation will employ but one of these methods, the whole time being given either to reciting upon topics, to a lecture or discussion by the teacher, or to a series of questions and answers. More commonly, however, the three methods are best when combined to supplement each other or to give variety to the instruction.
THE TOPICAL METHOD
There is really no absolute line of demarkation between the topical and the question-and-answer method. The chief difference lies in the fact that the question deals with some one specific fact or point, while the topic requires the pupil to decide on what facts or points should come into the discussion, and, so make his own plan for the discussion.
The plan of the topical method.—It is evident that the topical method of reciting will require more independence of thought than the question-and-answer method. To ask the child to "give the account of Noah's building of the Ark," or to "tell about Joseph being sold by his brothers" is to demand more of him than to answer a series of questions on, these events. The topical method will, therefore, find its greatest usefulness in the higher grades rather than with the younger children. This does not mean, however, that children in the earlier grades are to be given no opportunity to formulate their thought for themselves and to express their thought without the help of direct questions.
This power, like all others, is developed through its use, and is not acquired at a certain age without practice. Even young children may be encouraged to retell stories in their own words, or to tell what they think about any problem that interests them; and all such exercises are the best of preliminary training in the use of the topical method.
Narrative topics.—The easiest form of the topical method is that dealing with narration. Children are much more adept at telling what happened—recounting a series of events in a game, a trip, an incident, or an accident—than in giving a description of persons, places, or objects. The Bible narratives will therefore afford good starting places for topical recitations in the younger grades. Older pupils may be called upon to discuss problems of conduct, or to make applications of lessons to concrete conditions, or carry on any other form of analysis that calls for individual thought and ability in expression.
Report topics.—A modified form of the topical method is sometimes called the report method, or the research method. In this use of the topical method some special and definite topic or problem is assigned a pupil to be prepared by special study, and reported upon before the class. This plan, at least above the elementary grades, has great possibilities if wisely used. The topics, if interesting, and if adapted to the children, will usually receive careful preparation. Especially is this true if well-prepared pupils are allowed in the recitation to make a brief report to an interested audience of classmates.
Care must be taken in the use of this method not to permit the time of the class to be taken with uninteresting and poorly prepared reports by pupils, for this will kill the interest of the class, set a low standard of preparation and mastery, and render the method useless. When a topic of special study is assigned to a pupil, care must be taken to see that the exact references for study are known and that the necessary material is available. The devoted teacher will also try to find time and opportunity to help his pupil organize the material of his report to insure its interest and value to the class.
Avoiding a danger.—A danger to be avoided in the use of the topical method is that of accepting incomplete and unenlightening discussions from pupils who are poorly prepared. To say to a child, "Tell what you can about David and Goliath," and then to pass on to something else after a poorly given account of the interesting story is to fail in the best use of the topical method. After the child has finished his recitation the teacher should then supplement with facts or suggestions, or ask questions to bring out further information, or do whatever else is necessary to enrich and make more vivid the impression gained. This must all be done, however, without making an earnest child feel that his effort has been useless, or that what he has given, was unimportant.
THE LECTURE METHOD
The lecture method, if followed continuously, is a poor way of teaching. Even in telling stories to the younger children, the skillful teacher leads the pupils to tell the stories back to her and the class. Mere listening gets to be dull work, and the teacher who does all the reciting himself must expect lack of interest and inattention.
There can be no doubt that many teachers talk too much themselves compared with the part taken by their pupils. It is much easier for the teacher to go over the lesson himself, bringing out its incidents, explaining its meanings, and applying its lessons, than to lead the class, by means of well-directed questions, to accomplish these things by their own answers and discussions. Yet it is a common experience, especially with children, that we like best any program, recitation, or exercise, in which we ourselves have had an active part. And it is also from the lesson in which we have really participated that we carry away the most vivid and lasting impressions.
The lecture method not for general use.—Every teacher should therefore consider, when making his lesson plan, just what his own part is to be in the presentation of material. Some latitude must be allowed, of course, for circumstances which may arise in the recitation bringing up points which may need elaboration or explanation. But he should know in a general way what material he is to bring in, what applications he will emphasize, and what illustrations he will use. He should not trust to the inspiration of the moment, nor allow himself to be led off into a discussion that monopolizes all the time and deprives the class of participation. More than one church-school class has failed to hold the interest, if not the attendance, of its members because the teacher mistook his function and formed the habit of turning expositor or preacher before his class. The overtalkative teacher should learn to curb this tendency, or else give way to one who brings less of himself and more of his pupils to bear upon the lesson.
This does not mean that the teacher shall never lecture or talk to his class. Indeed, the teacher who does not have a message now and then for his pupils is not qualified to guide their spiritual development. It means, rather, that lecturing must not become a habit, and that on the whole it should be used sparingly with all classes of children. It means also that all matter presented to the class by the teacher himself should be well prepared; that it should be carefully organized and planned, so that its meaning will be clear and its lesson plain, and so that time will not be wasted in its presentation. It will be a safe rule for the teacher to set for himself not to come before his class with a talk that is not as well prepared as he expects his minister to have his sermon. And why not! The recitation hour should mean at least as much to the church class as the sermon hour means to the congregation.
THE QUESTION-AND-ANSWER METHOD
Skill in questioning lies at the basis of most good teaching of children. Good questioning stimulates thought, brings out new meanings, and leads the mind to right conclusions. Poor questioning leaves the thought unawakened, fails to arouse interest and attention, and results in poor mastery and faulty understanding. To the uninitiated it appears easy to ask questions for others to answer. But when we become teachers and undertake to use the question as an instrument of instruction we find that it is much harder to ask questions than to answer them, for not only must the questioner know the subject and the answer to each question better than his pupils, but he must be able constantly to interpret the minds of his pupils in order to discover their understanding of the problem and to know what questions next to ask.
Questions slavishly dependent on the text.—Not infrequently one finds a teacher who uses questioning solely to test the knowledge of the pupils on the lesson text. Probably the worst form of this kind of questioning is that of following the printed questions of the lesson quarterly, the pupils having their lesson sheets open before them and looking up the answer to each question as it is asked.
The following questions are taken from a widely used junior quarterly, the Bible text being Luke 10. 25-37: "Who wanted to try Jesus? What did he ask? What did Jesus say? What reply was made? What questions did the lawyer ask? How did Jesus answer him? What is such a story called? What is the name of this parable? Where was the man going? Who met him? How did they treat him? What did they take from him? Where did they leave him?" No one of these questions appeals to thought or imagination. All are questions of sheer fact, with none of the deeper and more interesting meanings brought. All of them may be answered correctly, and the child be little the wiser religiously. Such a method of teaching cannot do other than deaden the child's interest in the Bible, create in him an aversion to the lesson hour of the church school, and fail of the whole purpose of religious education. The teacher must be able to use living questions, and not be dependent on a dead list of faulty questions embalmed in print.
Questions arising spontaneously from the topic.—One who does not know his lesson well enough so that he can ask the necessary questions practically without reference even to the text, let alone referring to the printed questions, or asking questions in the words of the text, is not yet ready to teach the lesson. In order to successful teaching there must be a constant interchange of response between teacher and class at every moment throughout the recitation. This is impossible if the teacher must stop to read the text of the lesson, or take her eyes and attention away from the class to look up the question which is to come next. All such breaks of thought are fatal to interest and attention on the part of the class.
As suggested in an earlier chapter, the teacher should have prepared a list of pivotal questions as a part of her lesson plan. With these at hand there should be no necessity for reference to the printed lesson to find questions during the recitation period. Let the teacher who is accustomed to slavish dependence on the lesson text for his questions really master his lesson, and then declare his independence of tread-mill questioning; he will be surprised at the added satisfaction and efficiency that come to his teaching.
The principle of unity.—Questions that really teach must follow some plan of unity or continuity. Each succeeding question must grow out of the preceding question and its answer, and all put together must lead in a definite direction toward a clear aim or goal which the teacher has in mind. One of the serious faults of the questions quoted above from the lesson quarterly is that they lack unity and purpose. Each question is separate from all the others. No question leads to the ones which follow, nor does the whole list point to any lesson or conclusion at the end. Such questioning can result only in isolated scraps of information. A series of questions lacking unity and purpose resembles a broom ending in many straws, instead of being like a bayonet ending in a point: and who would not prefer a bayonet to a broom as a weapon of offense!
The principle of clearness.—The good questioner makes his questions clear and definite so that they can not be misunderstood. That this is not always accomplished is proved by the fact that a child who is unable to answer a question when it is put in one form may answer it perfectly when it is asked in different phrasing. The teacher always needs to make certain that the question is fully comprehended, for it is evident that an answer cannot exceed the understanding of the question in clearness.
To be clear, a question must be free from obscure wording. One primary teacher, seeking to show how each animal is adapted to the life it must live, asked the class, "Why has a cat fur and a duck feathers?" Just what did she mean for the child to answer? Did she mean to inquire why a cat has fur instead of feathers, and a duck feathers instead of fur, or did she mean to ask why each has its own particular coating regardless of the other? Another teacher asked, "Why did Jesus's parents go up to Jerusalem when Jesus was twelve years old?" Did he mean to ask why they went when Jesus was just at this age, or did he mean to ask why they went at all, the age of Jesus being incidental? One can only guess at his meaning, hence the answer could at best be but a guess.
Questions to be within the learner's grasp.—If questions are to be clear to the child they must deal with matter within his grasp. These questions are taken from an intermediate quarterly: "Why was the New Testament written? What was the purpose of the book of Revelation? Fit the epistle of Paul into the story of his life. What is meant by inspiration? What are the reasons for calling the Bible the most wonderful book in the world?" These questions are all clear enough so far as their wording is concerned, but they belong to the college or theological seminary age instead of to the intermediate age. While our questions should make our pupils think, they must not go over their heads, for one does not commonly think on a question whose very meaning is beyond his grasp!
Some questions lack definiteness because several correct answers could be given to the question. Here are a few such: What did Paul claim concerning one of his epistles? What did Moses do when he came down from the mountain? What were the priests of the temple required to have? What happened when Jesus was crucified? What of John the Baptist? What about Ruth and Naomi? What did Judas become? No one of these questions asks any definite thing. To answer any of them the pupil must guess at the particular thing the teacher has in mind. Many answers may be given to each question which are as correct and which answer the question as well as the answer the teacher seeks from the pupil. Such questioning comes either from lack of clearness and definiteness in the teacher's thinking, with a consequent uncertainty as what he really does mean to ask, or else from a mental laziness which shrinks from the effort necessary to formulate the question definitely.
Questions should stimulate thought.—Questions should be thought-provoking. Usually it is a mistake to ask questions that can be answered, by a simple Yes or No, though there are occasions when this may be done. For example, children will not be required to think when asked such questions as, Was Moses leader of the Israelites? or Did Jesus want his disciples to keep children away from him? But they will require thought to answer Yes or No to such questions as, Should Esther have asked that Haman be hanged? or, Can God forgive us for a wrong act if we are not penitent?
Leading questions, or questions that suggest the answer, do not encourage thought. To ask, Do you not think that God is pained when we do wrong? or What ought you to say in return when some one has done you a favor? is to leave the child himself too little to do in answering. The alternative question, or the question that simply allows the choice between two suggested possibilities is also fruitless so far as demanding thought is concerned. In a question like, Was Paul a Gentile or was he a Jew? the bright child can usually tell from the teacher's inflection how to answer. In any case he will run an even chance of giving the right answer from sheer guessing.
The order of questioning.—It is a mistake to ask questions in serial order, so that each child knows just when he is to be called upon. This method invites carelessness and inattention. There should be no set order, nor should a child who has just been called upon feel that he is now safe from further questioning. The element of uncertainty as to when the next question will come is a good incentive to alertness. The pupil who shows signs of mischief or inattention may well become the immediate mark for a question, and thereby be tided past the danger point.
Usually the question should be addressed to the entire class, and then a pause of a few seconds ensue before the one who is to answer is designated. Care must be taken, however, not to wait too long between asking the question and calling the name of the one expected to answer, for attention and curiosity quickly fall away, and time and interest are lost and the recitation becomes slow.
The reception of answers.—The teacher's reception of the child's answer is almost as important as the manner of asking the question. First of all, the teacher must be interested in the answer. This interest must be real, and must show in the manner. Not to look into the eyes of the child who is answering is to fail to pay the courtesy due one who is conversing with us; it is not only bad manners but worse pedagogy. The interested, sympathetic eye of the teacher has a wonderful power of encouragement and stimulus to the child, while an attitude of indifference on the part of the teacher is at once fatal to his enthusiasm. One of the besetting sins of many teachers is to repeat the pupils' answers after them. This habit probably has its rise in mental unreadiness on the part of the teacher, who repeats what the child has just said while getting ready to ask the next question. Besides being a great waste of time, the repeating of answers is discourteous, and is a source of distraction, and annoyance to pupils.
Finally, we may say that good questioning on the part of the teacher leads to questions on the part of the pupils. The relations between teacher and class always should be such, that the children, feel free to ask questions on any points of the lesson, and they should be encouraged to do so. The teacher must have the tact and skill, however, not to be led away from the topic by irrelevant questions nor to be required to waste time by discussing unimportant points which may be brought in. It is to be feared that valuable time is sometimes lost in adult classes in discussing controversial questions that ought not to have been asked.