--- title: Improvement Era description: Monthly periodical of the Mormon church, 1897 onward. This library holds the issues of November 1897 to December 1930. authors: - George H. Brimhall collections: - periodicals tags: - magazine - improvement-era periodical: Improvement Era volume: 18 number: 4 published: 1915-02 publisher: Young Men’s Mutual Improvement Associations publisher_place: Salt Lake City language: en type: magazine reference: 'George H. Brimhall, "The Class Leader," *Improvement Era* 18, no. 4 (February 1915): 370.' source: url: https://archive.org/details/improvementera1804unse transcription: Transcribed from the Internet Archive scan of each issue (the item for each issue is named in the issue's own source); unnumbered advertising leaves are omitted, printed page numbers are kept as page markers. identifier: improvementera1804unse start_page: 370 end_page: 370 rights: status: public-domain basis: US publication 1930 or earlier (published 1915-02) source: https://archive.org/details/improvementera1804unse publication_year: 1915 note: The Internet Archive item metadata carries a blanket "© Copyright by Intellectual Reserve, Inc." notice. The library owner judged it inapplicable because this issue was published in 1915, before 1931; a scan-level notice does not restore copyright. --- # The Class Leader 370 IMPROVEMENT ERA January 30 — "Business,"— "Merchandizing and Banking," W. W. Riter. "Manufacturing," T. R. Cutler. February 13 — "Engineering," Sylvester Q. Cannon. "Mining," Dr. F. Merrill. February 27 — "Architecture," Lewis T. Cannon. J. "Art," Elbert Eastmond. March 14— "Medicine," "Music," Anthon Dr. A. C. Lund. Ridges. J "Law," Stephen L. Richards. — March 27 "Teaching," Dr. George H. Brimhall. "Journalism and Authorship," B. H. Roberts. The lectures are free to all. Class Study To Class Leaders BY DR. GEORGE H. BRIMHALL You may estimate the value of any lesson by: First, the percent of enrolled members present. Second, by the percent of those present who are attentive, or open to impressions. Third, by the percent of those present who are in action, express- ing themselves during the recitation, and especially by the percent of backward members brought into action during the recitation. Fourth, by the attitude of the class at the close of the recitation, conquest or defeat, weariness, or workativeness, satiation or ap- petency. SUGGESTIVE STEPS IN CONDUCTING A RECITATION First, review the previous lessons, or some phase of the previous lessons, or some phase of the previous work by test questions, stim- ulating or suggestive inquiries. Second, test the preparation of the lesson at hand by calling for a statement of what the subject of the present is and also a statement of the chief problem assigned. Now, take the attitude of one who is present to remove obstacles, and lead the members to present their difficulties to you. When a difficulty is presented by a member, give the class a chance to help them out, you remaining in the back- ground as a court of last resort. Let the boys tussle with their diffi- culties among themselves, using you as reference. Third, when the discussion of difficulties has proceeded to the limit of either time or profit, you come to the foreground with a talk on the new lesson in the light of the discussion among the members, adding to what they have brought out, from the text and enriching the text by supplemented ideas. Fourth, step into the background again and judiciously provoke a discussion of the lesson in the light of your contribution to the lesson. Fifth, have a co-operation summary of the essentials of the les- son, discovering what conclusions have been reached by the class. Sixth, assign the next lesson definitely, by stating what matter