s being
seriously overlooked. Economy in response may also be brightened by
preserving a logical sequence between questions. It is a matter of fact
in psychology that associations are systematized about central ideas; it
is also a fact that the set of the mind, in this direction rather than
that, is characteristic of all work. Logical sequence, then, makes use
of both these facts--both of the systematization of ideas and of the
mental attitude.

The fourth test of good questioning is the universality of its appeal.
Some questions which are otherwise good appeal but to comparatively few
in the class. This, of course, means that responses are being gained but
from few. The best questioning stimulates most of the class; all members
of the class are working. In order to secure this result the questions
must be properly distributed over the class. The bright pupils must not
be allowed to do all the work; or, on the other hand, all the attention
of the teachers must not be given to the dull pupils. Not only should
the questions be well distributed, but they must vary according to the
individual ability of the particular child. This has already been
emphasized in dealing with readiness of response. Many a 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 e