The ability thus to crystallize out of a great variety of facts a single
focusing statement, coupled with the ability then to build about that
statement a clearly organized amplification, is the sign of a real
teacher. Instead of generalizing further, let us turn to the questions
on this lesson where some laboratory exercises are set down calling for
actual practice in the selection and justification of a number of aims.
* * * * *
QUESTIONS AND SUGGESTIONS--CHAPTER XVII
1. What is an aim?
2. Why is it particularly essential to good religious teaching?
3. What are the objections to "eleventh-hour" preparation?
4. To what extent is a teacher handicapped in deciding upon an aim for
another teacher to follow?
5. Turn to the following references and determine what possible aims
might be developed under each. Is any aim adequate for the whole
reference? In each case which do you consider your best aim? Why? How
much of the reference would you include in a single lesson?
John, Chapter I; Isaiah, Chapter II; III Nephi, Chapter X; Doctrine &
Covenants, Section 87.
HELPFUL REFERENCES
Colgrove, _The Teacher and the School_; Betts, _How to Teach Religion_;
Driggs, _The Art of Teaching_; Strayer and Norsworthy, _How to Teach_.
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