The third point to be considered in determining a good question is whether or not it satisfies the demands of economy. This demand is a fair one both from the standpoint of the best use of the time at the disposal of the learner, and also from the standpoint of the best means of gaining the greatest development on the part of the learner in a given time. The number of questions asked thus enters in as a factor. When a teacher asks four or five questions when one would serve the same purpose, she is not only wasting time, but the child is not getting the opportunity to do any thinking and therefore is not developing. Recent studies on the actual number of questions asked in a recitation point to the conclusion that economy both of time and in development is 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?