The several types of lessons for religious instruction--The informational lesson--The use of the inductive lesson--The deductive lesson in religion--The application of drill to religious teaching--The lesson in appreciation--Conducting the review lesson--How to make the lesson assignment--Questions and problems. XII. METHODS USED IN THE RECITATION 201 Methods of procedure for the lesson hour--The use of the topical method--Place and dangers of the lecture method--Securing participation from the class--The question method--Principles of good questioning--The treatment of answers--The story method--Guiding principles in story teaching--The teaching method of Jesus--Jesus the embodiment of all scientific pedagogy--Questions and problems. EDITOR'S INTRODUCTION The teacher of religion needs to be very sure of himself at one point. He ought to be able to answer affirmatively the question, "Have I the prophetic impulse in my teaching?" Sooner or later, practical difficulties will "come not singly but by battalions," and the spirit needs to be fortified against discouragement. When driven back to the second or third line defense it is important that such a line really exists; the consciousness of being the spokesman for God makes the teacher invulnerable and unconquerable. But in order that this divine impulse may attain its greatest strength and find the most direct, articulate, and effective expression, the teacher must know _how_ as well as _what_ to teach. The most precious spiritual energy may be lost because improperly directed or controlled. Unhesitating insight into the solution of practical problems helps to open up a channel through which the prophetic impulse can find fullest expression. There is no substitute for mastery of the technique of the teaching process. Prayerful consecration cannot take its place. This ready command of the methods of teaching, on the other hand, is in no sense an equivalent of the consciousness of having been "called" or "chosen" to teach religion. The two must go hand in hand. No one who feels himself divinely appointed for this sacred task dares ignore the responsibility of becoming a "workman not to be ashamed, _rightly_ dividing the word of truth." This volume by Dr. Betts offers the earnest teacher of religion an exceptional opportunity to make more effective his ideal of instruction. The treatment applies the best of modern educational science to the problems of the church school, without, however, for a moment, forgetting that a vital religious experience is the final goal of all our teaching.