lements which make for success in an appreciation
lesson?

9. Upon what grounds and to what extent can lecturing be defended as a
method of instruction?

10. What may be the relation between a good recitation lesson and the
solution of a problem? Growth in power of appreciation?

11. For what purposes should examinations be given? When should
examinations be given?

12. When are questions which call for facts justified?

13. Why are questions which call for comparisons to be considered
important?

14. Why is it important to phrase questions carefully?

15. Why should a teacher ask some questions which cannot be answered
immediately?

16. What criteria would you apply in testing the questions which you put
to your class?

17. Write five questions which in your judgment will demand thinking
upon some topic which you plan to teach to your class.

* * * * *

XIV. HOW TO STUDY

The term study has been used very loosely by both teachers and children.
As used by teachers it frequently meant something very different from
what children had in mind when they used it. Further, teachers
themselves have often used the term in connection with mental activities
which, technically speaking, could not possibly come under that head.
Much confusion and lack of efficient work has been the result. Recently
various attempts have been made to give the term study a more exact
meaning. McMurry defines it as "the work that is necessary in the
assimilation of ideas"--"the vigorous application of the mind to a
subject for the satisfaction of a felt need." In other words, study is
thinking. Psychologically, what makes for good thinking makes for good
study. Study is controlled mental activity working towards the
realization of a goal. It is the adaptation of means to end, in the
attempt to satisfy a felt need. It involves a definite purpose or goal,
which is problematic, the selection and rejection of suggestions,
tentative judgments, and conclusion. The mind of the one who studies is
active, vigorously active, not in an aimless fashion, but along sharply
defined lines. This is the essential characteristic of all study.

There are, however, various types of study which differ materially from
each other according to the subject matter or to the type of response
required. Some study involves comparatively little thinking. The
directed activity must be present, but the choice, the judgment, may