“Importance and Value of Good Lesson Assignment. From the foregoing consideration it is clear that no other part of the teacher’s work exceeds in value and importance the proper planning and assignment of the daily lessons.  It is supplying the class and the school with a definite plan of work.  It is preparing the mind of each individual pupil for the reception of new truths and whetting his intellectual appetite for a feast of good things.  It inspires confidence by pointing out to the pupil just how he can use his past lessons and acquisitions to make new conquests.  It prevents pupils from misunderstanding the lesson or approaching it with indifference or positive aversion.  It enables the pupil to approach the new lesson in a perceiving mood, and helps pupils to form the habit of being successful in their work and of making a daily application of their old knowledge.  It prevents the teacher from degenerating into a mere talker, and, where textbooks are used, should be the most vital part of the recitation.”

The assignment is the great guarantee of a good recitation.  It sets up objectives—­it points the way—­it starts the thought process that is to produce a discussion worth while at the subsequent meeting of the class.

Much has been said recently against the practice on the part of the teacher of saying, “Take chapter three for next time.”  There are superintendents of schools who refuse to keep such teachers in their service.  To make such an assignment, particularly in classes that meet only once a week, and especially if the assignment is made, as is too usually the case, after the signal for class dismissal has been given, is to promise the pupils a week in advance that their next lesson will be very much of a failure.

A good assignment is characterized by several very definite features.  In the first place it is perfectly clear.  Given at a time when pupils are following it, it gives specific direction as to the work to be done ahead in preparation.  It indicates the direction of intellectual travel, points out sources of material, and indicates what is to be looked for.  Reference or textbooks are so pointedly referred to that pupils not only remember their names, they want to turn to them to enjoy their contributions.

In the second place, a good assignment raises a problem which is a challenge to the mental powers of pupils.  It should carry a force of anticipation that capitalizes on that great mover to action—­curiosity.  For instance, if the lesson to be assigned is one on baptism, instead of simply naming certain pages in a text to be read, the skilful teacher may well challenge his class by bringing in a clipping from a periodical or from some other source attempting to prove that sprinkling is the correct method of baptism, or that baptism is not essential to a man’s obtaining salvation?  How can members of the class meet such an argument?  One of their first thoughts will likely be a query as to where available material may be turned to.  How easy, then, to give references, etc.  Some such problem can be raised relative to every lesson taught, and it is a wonderful force as an intellectual appetizer.  It should both prompt to action and point to the path to be followed.