f their churches is right?

3. What vital truths are announced to the world through his first
vision?

Let us conclude this chapter with one more quotation from Miss Stevens.
When asked to name the three outstanding characteristics of a good
question, she set them down as follows:

1. A good question should stimulate reflection.

2. It should be adapted to the experience of the pupil.

3. It should draw forth a well-rounded answer.

* * * * *

QUESTIONS ON QUESTIONING

Do I call on my pupils to recite in a fixed order, according to alphabet
or seating, so that they are warned not to attend till their turn comes?

Do I name the pupil who is to answer before I put the question?

Do I ask direct questions or alternative questions which can be
answered without knowledge or thought?

Do I ask chiefly fact questions?

Do I ask leading or suggestive questions?

Do I repeat my questions? Attention.

Do I answer my own questions?

Do I ask confusing, changed questions?

Do I ask foolish questions that no one can answer?

Do my questions make pupils think?

Do my questions follow up the answer and lead to new organization of
knowledge?

Do I repeat the pupil's answer?

Do my questions reach all the members of the class?

Do I make the recitation an inquisition, or do I pursue a slow pupil and
listen while pupils express themselves freely and naturally?

* * * * *

QUESTIONS AND SUGGESTIONS--CHAPTER XXI

1. Why is it essential that we prepare questions as we do other
material?

2. What are the dangers that attend the asking of a great number of fact
questions?

3. Discuss the relative value of the "W's"--what, who, when, where, and
why.

4. Discuss each of the questions on questioning in this chapter.

5. Bring in three thought-provoking questions on one of the current
lessons in the month's work of one of the auxiliary organizations.

HELPFUL REFERENCES

Fitch, _The Art of Questioning_; Stevens, _The Question as a Measure of
Efficiency in Instruction_; Weigle, _Talks to Sunday School Teachers_;
Horne, _Story Telling, Questioning, and Studying_; Brumbaugh, _The
Making of a Teacher_; Driggs, _The Art of Teaching_.

CHAPTER XXII

THE PROBLEM OF DISCIPLINE

OUTLINE--CHAPTER XXII

A popular misconception of discipline.--Discipline inherent in
teaching.--Importance of discipline in our religious
teach