Show how the Missouri persecutions have been ultimately a blessing to
the Latter-day Saints.
The second type of question is the _fact_ question. It serves to check
up on mental alertness and recall. It is often helpful in arresting
attention and therefore has a certain disciplinary function. The
teacher, of course, must make sure that his pupils are grasping the
subject-matter presented, and the fact question serves admirably as a
test of knowledge. It is usually a short question calling for a short
answer, and therefore may be used in a rapid-fire way that stimulates
thought. It is this type of question that is hurled so frequently at
classes with the consequences pointed out in the quotation from Miss
Stevens.
The same author lists as objections to the continued use of these
rapid-fire questions the following bad features. They result in:
1. Nervous tension.
2. The teacher's doing most of the work.
3. Emphasis upon memory and superficial judgment.
4. Little time for the art of expression.
5. Little attention to the needs of particular individuals in a class.
6. The class being made a place for displaying knowledge.
7. Little self-reliant, independent thinking.
As illustrative of the fact question may we set down the following:
Who was Joseph Smith?
What was his father's name?
What was his mother's name?
Where was he born?
How old was he when he received his first vision?
When did he receive the plates?
The _challenging question_ and the _leading question_ are closely enough
allied that we may well discuss them together.
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