ions, and he is asked to infer the logical result of such
conditions. He forms inferences, makes new discoveries, sets up new
relationships, and formulates definitions and laws. It should be noted
that this form of questioning gives no entirely new information to the
pupil. It merely classifies and organizes what is already in his mind in
a more or less indistinct and nebulous form. New information cannot be
questioned out of a pupil; it must be given to him directly.

=C. Recapitulation.=--The third purpose of questioning may be described
as recapitulatory. The pupil is asked to reproduce what he has learned
during the progress of the lesson. At convenient intervals during the
presentation and at the close, he should be asked to summarize in a
connected manner the main points already covered. Thus the teacher tests
the pupil's comprehension of the facts of the lesson. The pupil, on his
side, as a result of such reproduction, has the facts more clearly fixed
in his mind. As in the first stage of the lesson, the answers should be
of considerable length, logically connected, and expressed in good
language. The responsibility for this is again thrown largely upon the
pupil. He does most of the talking; the teacher does little.

=How Employed in Lesson.=--It will thus be recognized that questioning
is employed for different purposes at the three different stages of the
lesson. At the opening of the lesson it prepares the mind of the pupil
for what is to follow. During the presentation it leads the pupil to
form his own inferences. At the close of the lesson it tests his grasp
of the facts and gives these greater clearness and fixity in his mind.
The first and third might both be designated as _testing_ purposes, and
the second _training_.

SOCRATIC QUESTIONING

=Its Characteristics.=--Developing, or training, questions, are
sometimes referred to as Socratic questions. The terms are, however, not
altogether synonymous. The method of Socrates had two divisions, known
as _irony_ and _maieutics_. The former consisted in leading the pupil
to express an opinion on some subject of current interest, an opinion
that was apparently accepted by Socrates. Then, by a series of questions
adroitly put, he drove his pupil into a contradiction or an absurd
position, thus revealing the inadequacy of the answer. This phase of the
Socratic method is rarely applicable with young children. Occasionally,
in grammar or arithmetic, for instanc