iginally 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.

Questions may be considered from the point of view of the kind of
response they call for. Probably the most common kind of question is the
one that calls for facts as answers. It involves memory--but memory of a
rote type. It does not require thinking. All drill questions are of this
type. The connections aroused are definitely final in a certain order,
and the question simply set