They are both intended to
provoke creative thinking. The leading question aims to capitalize on
what is already in the pupil's mind in getting him to go one step
further to a conclusion we already have in mind. Instead of telling a
class of young children that Joseph Smith prayed to the Lord for help in
choosing the church to which he might best belong, we might proceed by
saying that the Prophet had asked his father and mother--he had asked
his best friends--he had talked with all the ministers he could find--he
had read in all of the available books--now who can tell what else he
could do? The chief merit of the leading question lies in the fact that
it paves the way for the answer. It is particularly helpful in
encouraging young and backward pupils. But is easily subject to abuse.
So much so that its use is very largely restricted in law courts. It
results too frequently in the teacher's thinking for the pupil, and
therefore ought to be used with care.
The challenging question is the question that fosters originality of
thought, independence of judgment. It simply raises a problem and leaves
pupils free to arrive at their own conclusions. It makes for an
intelligent faith so much desired in a democratic Church such as ours.
It is the one question above all others that guarantees a vital class
distinction.
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