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Principles of Teaching by Adam S. Bennion
page 16 of 222 (07%)
conclusion in truth, we must have material upon which the mind can build
that conclusion. We are not concerned in this chapter with method of
procedure in getting the facts before a class--the important thought
here is that the facts in rich abundance should be supplied. A certain
young lady protested recently against going to Sunday School. Her
explanation of her attitude is best expressed in her own words: "I get
sick and tired of going to a class where I never hear anything new or
worth while." Exaggerated, of course, but students are crying for bread,
and ought not to be turned away with a stone.


II. ORGANIZATION AND EVALUATION OF KNOWLEDGE

We have hinted that a lesson may not have facts enough to justify the
time it takes--there is, on the other hand, danger that the whole time
of the class may be consumed in a mere rehearsal of facts as facts. Only
recently a significant complaint was voiced by a young man who has gone
through training in practically all of our organizations. "I don't seem
to know anything at all," he said, "about the history of Israel, as a
whole. I can recall certain isolated facts about particular persons or
places, but I can't give any intelligent answer at all to such questions
as these:

"Who were the Israelites? What were their big movements relative to the
Promised Land? What is the history of Israel up to the time of the
Savior? What is their history subsequently? Are we of Israel and how?"

The young man was not complaining--he merely regretted his ignorance on
points of vital interest. He was in need of further organization of the
knowledge he had. He had not been given the big central ideas about
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