ith particular facts, with simple
sensations, with the individual notions based upon concrete
experience, and rise step by step to a general law. If we pursue this
plan in the recitation, we use the _inductive method_ in teaching. If
we pursue the opposite order, beginning with some general law or
principle and proceed by reasoning to special or particular facts, we
use the _deductive method_ in teaching. The parable of the sower is a
good example of inductive teaching. The seventh chapter of Matthew
contains a number of excellent examples of deductive teaching. Note
carefully the method by which Jesus makes plain the words, "Beware of
false prophets." These general methods are followed always in one
order or another by every good teacher.

#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 fo