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.

Of course, there is a place for all four of these types of questions.  As was said relative to the methods of the recitation, the best method is a variety of methods.  So with questions.  It is perfectly clear, however, that for general purposes that question which prompts greatest reflection and independent thinking is the best one to indulge most frequently.  The following questions out of a lesson on Joseph Smith’s First Vision are set down as typical of thought-provoking questions: 

1.  In view of the fact that when men choose a man for president of a bank they look for a man of maturity and experience, how do you explain that Joseph Smith, a mere boy, with little training or experience, was entrusted with the great responsibility of founding what we claim is the greatest institution of these latter days?

2.  How can you convince the world that a just God would declare that none of their churches is right?

3.  What vital truths are announced to the world through his first vision?

Let us conclude this chapter with one more quotation from Miss Stevens.  When asked to name the three outstanding characteristics of a good question, she set them down as follows: 

1.  A good question should stimulate reflection.

2.  It should be adapted to the experience of the pupil.

3.  It should draw forth a well-rounded answer.

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QUESTIONS ON QUESTIONING

Do I call on my pupils to recite in a fixed order, according to alphabet or seating, so that they are warned not to attend till their turn comes?

Do I name the pupil who is to answer before I put the question?

Do I ask direct questions or alternative questions which can be answered without knowledge or thought?

Do I ask chiefly fact questions?

Do I ask leading or suggestive questions?

Do I repeat my questions?  Attention.

Do I answer my own questions?

Do I ask confusing, changed questions?

Do I ask foolish questions that no one can answer?

Do my questions make pupils think?

Do my questions follow up the answer and lead to new organization of knowledge?

Do I repeat the pupil’s answer?

Do my questions reach all the members of the class?

Do I make the recitation an inquisition, or do I pursue a slow pupil and listen while pupils express themselves freely and naturally?

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