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. This does not mean that the teacher shall never lecture or talk to his class. Indeed, the teacher who does not have a message now and then for his pupils is not qualified to guide their spiritual development. It means, rather, that lecturing must not become a habit, and that on the whole it should be used sparingly with all classes of children. It means also that all matter presented to the class by the teacher himself should be well prepared; that it should be carefully organized and planned, so that its meaning will be clear and its lesson plain, and so that time will not be wasted in its presentation. It will be a safe rule for the teacher to set for himself not to come before his class with a talk that is not as well prepared as he expects his minister to have his sermon. And why not! The recitation hour should mean at least as much to the church class as the sermon hour means to the congregation.