estions that can be
answered, by a simple _Yes_ or _No_, though there are occasions when
this may be done. For example, children will not be required to think
when asked such questions as, Was Moses leader of the Israelites? or Did
Jesus want his disciples to keep children away from him? But they will
require thought to answer Yes or No to such questions as, Should Esther
have asked that Haman be hanged? or, Can God forgive us for a wrong act
if we are not penitent?

_Leading questions_, or questions that suggest the answer, do not
encourage thought. To ask, Do you not think that God is pained when we
do wrong? or What ought you to say in return when some one has done you
a favor? is to leave the child himself too little to do in answering.
The _alternative_ question, or the question that simply allows the
choice between two suggested possibilities is also fruitless so far as
demanding thought is concerned. In a question like, Was Paul a Gentile
or was he a Jew? the bright child can usually tell from the teacher's
inflection how to answer. In any case he will run an even chance of
giving the right answer from sheer guessing.

The order of questioning.--It is a mistake to ask questions in serial
order, so that each child knows just when he is to be called upon. This
method invites carelessness and inattention. There should be no set
order, nor should a child who has just been called upon feel that he is
now safe from further questioning. The element of uncertainty as to when
the next question will come is a good incentive to alertness. The pupil
who shows signs of mischief or inattention may well become the immediate
mark for a question, and thereby be tided past the danger point.

Usually the question should be addressed to the entire class, and then a
pause of a few seconds ensue before the one who is to answer is
designated. Care must be taken, however, not to wait too long between
asking the question and calling the name of the one expected to answer,
for attention and curiosity quickly fall away, and time and interest are
lost and the recitation becomes slow.

The reception of answers.--The teacher's reception of the child's
answer is almost as important as the manner of asking the question.
First of all, the teacher must be interested in the answer. This
interest must be real, and must show in the manner. Not to look into the
eyes of the child who is answering is to fail to pay the courtesy due
one who is conve