6. A teacher used the following sentences in her attempt to teach the function of an adjective; criticize the list given.
The red apple is sweet.
The green grass is soft.
The yellow house is large.
The tall man is sick.
The largest horse is fast.
Suggest a better list of sentences for the purpose indicated.
7. In what sense is it true that an induction begins with a generalization? How do you proceed when you modify a generalization which you once held as true?
8. A pupil defined a river as a stream of water flowing through the land. How would you hope to secure a more accurate generalization from him?
9. What is the function of a lecture on Germany to a group of children studying the geography of Europe? Do you think such a lecture would be as valuable as a lesson in which the pupils are asked to find out why German commerce has developed so rapidly during the past twenty years?
10. Under what conditions would you require children to commit to memory the definitions found in their textbooks?
11. If your pupils were reading Kipling’s Jungle Book, would you try to make your lessons inductive?
12. What difficulties would you encounter in trying to teach children who live in the Mississippi Valley the meaning of the term mountain? How could you hope to overcome these difficulties?
13. The following illustrative problems were used by a teacher who was presenting the subject of percentage to a class for the first time. Can you improve the list?