Psychologically a question is valuable not only in accordance with the kind of response it gets, but also in proportion to the readiness of the response. A question that is of such a character that the response is hazy, stumbling, hesitating--a question that brings no clear-cut response because the child does not understand what is wanted, is a poor question. This does not at all mean that the right response must always come immediately. Some of the best questions are put with the intention of forcing the child to realize that he can't answer--that he doesn't know. If that type of response comes to that question, it is the best possible answer. Nor need the whole answer come immediately. For instance, in many of the judgment questions the thinking process aroused may take some time before the judgment is reached, and meanwhile several partial answers may be given. But if the question asked started the process, without waste of time in trying to find out what it meant, the question is good. With these explanations, then, the second qualification of a good question is that it secures the appropriate response readily. In order to do this, these factors must be considered: First, the principle of apperception must be recognized. Every question must deal with material that is on a level with the stage of development of the one questioned. Not only so, but the question must connect somewhere with the learner's experience. This means a recognition also of individual differences. The question must also be couched in language that can be understood easily by the one questioned. To have to try to understand the language of the question as well as the question, results in divided attention and delayed responses. Second, the question should be clear and definite. A question that has these characteristics will challenge the attention of the class. It is directed straight at the point at issue, and no time will be lost in wondering what the question means, or in trying two or three tentative answers. Third, the younger the child, the simpler the question must be. With little children, to be good a question may involve only one idea, or relationship. The amount involved in the question, its scope and content, must be adapted to the mental development of the learner. It is only a mature thinker who can carry simultaneously two or three points of issue, or possibilities. Fourth, the question to gain a ready response must be interesting. Not only must the lesson as a whole be interesting, but the questions themselves must have the same quality. Dull questions can kill an otherwise good lesson. The form of the question is thus a big factor in gaining a ready response. All the qualities which gain involuntary attention can be used in framing an interesting question--novelty, exaggeration, contrast, life, color, and so on.