be designated under
the following heads: lecturing, the recitation lesson, examination and
review lessons. In any one of these the mental process involved may be
any of those mentioned above as belonging to the purely psychological
types of lessons or a combination of any two or more of them. It has
seemed worth while to treat briefly of both sorts of lesson types, and
to discuss at some length, lecturing, about which there is considerable
disagreement, and the additional topic of questioning, which is the
means employed in all of these different types of classroom exercises.

_The Inductive Lesson_. It has been common in the discussion of the
inductive development lesson to classify the stages through which one
passes from his recognition of a problem to his conclusion in five
steps. These divisions have commonly been spoken of as (1) preparation;
(2) presentation; (3)comparison and abstraction; (4) generalization; and
(5) application. It has even been suggested that all lessons should
conform to this order of procedure. From the discussions in the previous
chapters, the reader will understand that such a formal method of
procedure would not conform to what we know about mental activity and
its normal exercise and development. There is some advantage, however,
in thinking of the general order of procedure in the inductive lesson as
outlined by these steps.

The step of preparation has to do with making clear to the pupil the aim
or purpose of the problem with which he is to deal. It is not always
possible in the classroom to have children at work upon just such
problems as may occur to them. The orderly development of a subject to
be taught requires that the teacher discover to children problems or
purposes which may result in thinking. The skill of the teacher depends
upon his knowledge of the previous experiences of the children in the
class and his skill in having them word the problem which remains
unsolved in their experience in such a way as to make it attractive to
them. Indeed, it may be said that children never have a worthy aim
unless it is one which is intellectually stimulating. A problem exists
only when we desire to find the answer.

The term "presentation" suggests a method of procedure which we would
not want to follow too frequently; that is, we may hope not simply to
present facts for acceptance or rejection, but, rather, we want children
to search for the data which they may need in solving their