which are to bring the desired responses, for the very essence of habit formation is found in the fact that the particular response can be secured regardless of the order in which they are called for.  In thinking, as a subject is developed, our control is measured by the better perspective which we secure.  This means, of course, that in review we will not be concerned with reviving all of the processes through which we have passed, but, rather, in a reorganization quite different from that which was originally provided.

The examination lesson is classified here as of the same type as the review because a good examination involves all that has been suggested by review.  The writer has no sympathy with those who argue against examinations.  The only proof that we can get of the success or failure of our work is to be found in the achievement of pupils.  It is not desirable to set aside a particular period of a week devoted entirely to examinations, because examinations in all subjects cannot to best advantage be given during the same period.  There are stages in the development of our thinking, or in the acquiring of skill, or in our understanding and appreciation which occur at irregular intervals and which call for a summing up of what has gone before, in order that we may be sure of success in the work which is to follow.  It is, of course, undesirable to devote a whole week to examinations on account of the strain and excitement under which children labor.  It is entirely possible to know of the achievements of children through examinations which have been given at irregular intervals throughout the term.  It would be best, probably, never to give more than one examination on any one day, and, as a rule, to devote only the regular class period to such work.  In another chapter the discussion of more exact methods of measuring the achievements of children will be discussed at some length.

In all of the lesson types mentioned above, one of the most important means employed by teachers for the stimulation of pupils is the question.  It seems wise, therefore, to devote some paragraphs to a consideration of questioning as determining skill in teaching.

Questioning.  The purpose of a question is to serve as a situation which shall arouse to activity certain nerve connections and thus bring a response.  Questions, oral or written, are the chief tools used in schools to gain responses.  In some situations it is the only means a teacher may have of arousing the response.  Psychologically, then, the value of the question must be judged by the response.