lesson has been unsuccessful because the teacher gave too difficult a question to a dull child, and while she was struggling with him, she lost the rest of the class.  The reverse is also true, to give a bright child a question that requires almost no thinking means that a mechanical answer will be given and no further activity stimulated.  The extent to which all the class are mentally active is one measure of a good question.

QUESTIONS

1.  Give an example of a lesson which you have taught which was predominantly inductive.  Show how you proceeded from the discovery of the problem to your pupils to the solution attained.

2.  What is involved in the “step” of presentation?

3.  Why may we not consider the several “steps” of the inductive lesson as occurring in a definite and mutually exclusive sequence?

4.  In what respect is the procedure in a deductive lesson like that which you follow in an inductive lesson?

5.  Show how verification is an important element in both inductive and deductive lessons.

6.  Give illustrations of successful drill lessons and make clear the reason for the degree of success achieved.

7.  What measures have you found most advantageous in securing speed in drill work?

8.  What are the elements which make for success in an appreciation lesson?

9.  Upon what grounds and to what extent can lecturing be defended as a method of instruction?

10.  What may be the relation between a good recitation lesson and the solution of a problem?  Growth in power of appreciation?

11.  For what purposes should examinations be given?  When should examinations be given?

12.  When are questions which call for facts justified?

13.  Why are questions which call for comparisons to be considered important?

14.  Why is it important to phrase questions carefully?

15.  Why should a teacher ask some questions which cannot be answered immediately?

16.  What criteria would you apply in testing the questions which you put to your class?

17.  Write five questions which in your judgment will demand thinking upon some topic which you plan to teach to your class.

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XIV.  HOW TO STUDY

The term study has been used very loosely by both teachers and children.  As used by teachers it frequently meant something very different from what children had in mind when they used it.  Further, teachers themselves have often used the term in connection with mental activities which, technically speaking, could not possibly come under that head.  Much confusion and lack of efficient work has been the result.  Recently various attempts have been made to give the term study a more exact meaning.  McMurry defines