ent types of organization--Organization applied (1) to
the curriculum as a whole, (2) to individual lessons--Haphazard
organization--Logical organization--Chronological
organization--Psychological organization--Three types of curriculum
organization: (1) Uniform lessons, (2) Graded lessons, (3) text
books of religion--Organizing daily lesson material--Typical lesson
plans--Problems for discussion.

IX. THE TECHNIQUE OF TEACHING 148

Teaching that sticks--Attention the key--Types of appeal to
attention--The control of interest--Interest and action--Variety and
change as related to interest--Social contagion of interest--The
prevention of distractions--The control of conduct--Danger points in
instruction--Establishing and maintaining standards--Questions and
problems.

X. MAKING TRUTH VIVID 165

Vividness of impression necessary to lasting value--The _whole_ mind
involved in religion--Learning to think in religion--Protecting
children against intellectual difficulties--The appeal of religion
to the imagination--Guiding principles for the religious
imagination--The use of the memory in religion--Laws of memory--How
to memorize--Problems for discussion.

XI. TYPES OF TEACHING 183

The several types of lessons for religious instruction--The
informational lesson--The use of the inductive lesson--The deductive
lesson in religion--The application of drill to religious
teaching--The lesson in appreciation--Conducting the review
lesson--How to make the lesson assignment--Questions and problems.

XII. METHODS USED IN THE RECITATION 201

Methods of procedure for the lesson hour--The use of the topical
method--Place and dangers of the lecture method--Securing
participation from the class--The question method--Principles of
good questioning--The treatment of answers--The story
method--Guiding principles in story teaching--The teaching method of
Jesus--Jesus the embodiment of all scientific pedagogy--Questions
and problems.

EDITOR'S INTRODUCTION

The teacher of religion needs to be very sure of himself at one point.
He ought to be able to answer affirmatively the question, "Have I the
prophetic impulse in my teaching?" Sooner or later, practical
difficulties will "come not singly but by battalions," and the spirit
needs to be fortified against dis