(5) Let the hypothesis be verified.
The entire situation must be one of freedom, zeal, originality, and initiative.
11. THE QUESTION AND ANSWER METHOD NOT NECESSARILY ONE OF DISCOVERY.
No one mode of presentation is more universally used than the “question and answer.” The advantages of this mode are many and the teacher who is an adept in the art of questioning, from the standpoint of knowledge, is generally efficient. The common error, however, incident to much questioning, is that of asking “telling questions.” By the use of such, the class is forced along the desired channel of thought so rigorously as to have a condition where the spirit of inquiry is entirely wanting. It is possible to conform to the rules of good questioning, and yet rob the class of all originality and initiative. From the teacher’s viewpoint, the discoverer’s method demands few questions; it is the method of suggestion rather thanone of questions. Avowedly in this method, the children should ask and answer their own questions. Viewed from the ground of discovery there are three modes of presentation which may represent a progressive series. These are (1) the lecture mode, (2) the question and answer mode, (3) the mode by suggestion. In the first there is little of the spirit of the discoverer; in the second there is a trifle more of the spirit of the discoverer; while in the third there is much of this spirit. The student is advised to select some class room topic with a view to illustrating these three modes of presentation.
12. OUTLINE.
LOGIC IN THE CLASS ROOM.
(1) Thought is king.
(2) Special functions of induction and deduction.
(3) Two types of mind.
Inductive or liberal.