human
Answer all a child's questions, and ask others as simple As its own, yet wisely framed To waken and prove the young child's faculties, As though its mind was some sweet instrument, And you with breath and touch were finding out What stops and keys would yield the sweetest music.
gpt
Let me tell you, you will not get it by claiming it; by demanding it as a right; or entreating it as a favor, by urging upon your pupils the importance of the subject, the sacredness of the day, the kindness of the teachers, or the great and solemn character of the truths which you have to impart. All these are legitimate arguments to be used with older Christians, but will not do to rely upon with children. Nothing in the long run--except fear, which is a very unsatisfactory motive--can keep a child's attention fixed but a sense of _real interest_ in the things which you are saying. The subject must claim attention for itself, and therefore, the teacher needs always to be accurately prepared and well furnished with correct knowledge, parallel passages, illustrations, facts, anecdotes, definitions of hard words, allusions, poetry, etc. In all your teaching, forget not to recall the fresh spirit of your childhood in all its warmth and earnestness, remembering that he is the wisest teacher who can combine the man's intellect with the child's heart.
human
Ask yourself in that case whether your own behavior is uniform and dignified; whether you ever give commands without seeing that they are obeyed; whether you waste your words or your influence in an injudicious way; whether there is anything in your conduct that reveals to the children a want of punctuality or order, or of earnestness or steadfastness on your part? For children are very keen observers of character, and, in the long run, are sure to feel loyalty and affection for one who is manifestly anxious to do them good, and who can be uniformly relied on in word and in deed.
gpt
A question unveils the soul. Nothing can escape a question. A question reveals decision. Hence the skill required. Mr. J. G. Fitch says:
human
The success and efficiency of our teaching depend more on the skill and judgment with which we put questions than on any other single circumstance.
gpt
A boy can preach, but a man only can catechise, and Lord Bacon says:
human
A wise question is the half of knowledge.
gpt
A question under some circumstances will merely produce an exercise of the memory; under others an exercise of reasoning; and under others again it will stimulate inquiry, and we may add, awaken curiosity. Mr. Groser says:
human
The true scope of questioning-power is as follows: To awaken curiosity or the desire to know; to arouse the memory or the recollection of what is already known; or to point out something unknown, which may be inferred from that which is known.
gpt
Moses was a good man, was he not? is a bad question.
human
What kind of a man was Moses? is a good question, as it awakens thought.
gpt
What do you understand by faith and repentance? is a bad question, for it is ambiguous and indefinite, and perplexes the child.
human
Will you tell me what is faith? is a good question, for it compels the child to think and to inquire--it puts into his hand the laboring oar and he must row.
gpt
Did David kill Goliath with a stone or with a sword? This is a bad question. It is involved and suggestive. Ask the child simply,
human
With what did David kill Goliath?
gpt
Was David a good man?
human
Was Goliath a wicked man? These are mostly bad or indifferent questions, and are almost a total loss to the teacher. Slightly vary them in the following way, and you make them at once, in every aspect, good questions.
gpt
What kind of a man was David?
human
What kind of a man was Goliath? Teachers will remember, therefore, to avoid ambiguous or indefinite, involved or suggestive, and leading questions, which latter are answered
gpt
Yes or
human
No,