uld grow
out of the discussion of the lesson in hand, and therefore logically
comes at the end of the recitation rather than at the beginning. There
are teachers, however, who, fearing interruption at the end of the hour,
map out their work so carefully that they can make the assignment at the
outset, merely calling attention to it at the close of the hour. All
other things being equal, if the teacher will make himself hold sacred
the time necessary at the end of the hour for this all important matter
of assignment, it is likely that best results will follow having the
assignment of the next lesson grow naturally out of the work of today.
The important thing, however, is that at some point in the recitation,
the teacher shall take plenty of time to make a carefully planned and
challenging announcement of the work ahead.

* * * * *

QUESTIONS AND SUGGESTIONS--CHAPTER XX

1. Why is it essential to good teaching that regular reviews be
conducted?

2. Why are reviews more necessary in our religious work than in regular
school work?

3. What are the chief purposes of a review?

4. By taking a current lesson of one of the auxiliary organizations,
illustrate the work done in a good review.

5. Why it is of vital importance that a teacher give special preparation
to a review?

6. Show how good class preparation is conditional upon the proper kind
of assignment.

7. What are the characteristics of a good assignment?

8. What is the best time for making the assignment?

9. Show how to make a good assignment of a current lesson from one of
the organizations.

HELPFUL REFERENCES

Betts, _The Recitation_; Betts, _How to Teach Religion_; Colvin, _The
Learning Process_; Colgrove, _The Teacher and the School_; Strayer and
Norsworthy, _How to Teach_.

CHAPTER XXI

THE QUESTION AS A FACTOR IN EDUCATION

OUTLINE--CHAPTER XXI

Taking Stock.--Miss Stevens' study on questioning.--Miss Stevens
quoted.--Various types of questions: a. The review question; b. The
fact question; c. The leading question; d. The thought or
challenging question.--Some questions on questioning.

How many questions do you ask regularly during a recitation?

What proportion of those questions are answered in full and complete
statements?

How many of the answers to your questions are a matter merely of memory?
How many reveal original, creative thinking?

Such questions as t