hird weakness of the lecture method we
may add a fourth: (_d_) it tends to emphasize quantity rather than
method. The student is confronted with a great mass of facts, but he
does not acquire a mode of thought nor does he see the method by which
a given subject is developed. (_e_) The lecture method, therefore,
inculcates in students an attitude of mental subservience which is
fatal for the development of courageous and vigorous thought. And
finally (_f_) it must be urged that in lecture teaching the instructor
is not testing the accuracy of the students' conceptions nor is he
able to judge the efficacy of his own methods.

But, on the other hand, it must be admitted that with an effective
lecturer, possessed of commanding personality, the lecture gives a
point of view of a subject and an enthusiasm for it which other
devices fail to achieve. The lecture method makes for economy of time
and enables one to present his subject to his class with a
succinctness absent from many textbooks. Where much must be taught in
a limited time, where a comprehensive view of an extensive field must
be given, when certain types of responses or mental attitudes are
desired, the lecture serves well.

=Final worth of lecture method=

Experience teaches that an exclusive lecture system is not conducive
to efficient work; that lectures to regular classes ought to be
punctuated by questions whenever interest lags; that the occasional
and even the unannounced lecture is more effective; that supplementary
devices for checking up assignments and regular collateral study are
of vital importance. Where regular lectures are followed by detailed
analyses in quiz sections the best results are obtained when the
lecturer himself is the questioner. Where quiz sections are turned
over to assistants, wise procedure requires that quiz leaders attend
the lectures and decide, in conference with the lecturer, the specific
aims which must be achieved in the quiz work and the assigned readings
which must be given to students in preparation for each quiz hour.
Unless this is done, the student is frequently confused by the
divergent points of view presented by lecturer, quiz master, and
textbook.

_The development method_ has much to commend it. It stimulates
activity by its repeated questions. Few or no notes are taken. There
is constant contact with the student. At every point the mental
content of the pupils is revealed. The teacher sees the result of his