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.