the
subject thoroughly, but must also constantly interpret the mind of the
pupil to discover what question next to ask, and whether he is
mastering what we are teaching him.

Good questioning stimulates thought, leads to inquiry, and results in
understanding and mastery. Poor questioning leaves the mental powers
unawakened, cripples thought, and results in inefficiency and lack of
mastery.

2. _Need of fundamental principles_

Good questioning is dependent upon the teacher's having a firm command
of a few essential principles which apply to all questioning used in
teaching. The teacher's constant self-criticism in the light of these
will greatly improve his control of discussion in the class room.

3. _The principle of freedom from textbooks_

The questions of the recitation must of course deal with the matter of
the textbook and be directly suggested by it. Yet there are two
dangers to be avoided in this connection: (1) Questions should not
follow the language of the text, and (2) the teacher should not be
dependent on the textbook to suggest the question itself or to
determine the correctness of the answer.

The teacher who has not the lesson well prepared, or who is mentally
lazy, has a constant temptation to ask questions in the words of the
book. This is much easier than to know the subject and the textbook
both well enough to formulate original, appropriate questions. An
illustration of what is meant is found in the following account of a
recitation conducted from "Montgomery's American History," the lesson
being on the landing of the Pilgrims (pp. 77, 78):--

Q. On a morning late in November, what did the Pilgrims do?

A. They sighted Cape Cod.

Q. Two days later, where did the Mayflower come to anchor?

A. In Provincetown Harbor.

Q. While the Mayflower remained at anchor, what did Captain
Standish and a boatload of men do?

A. They went out to explore.

Q. On the shore of Plymouth harbor what is there lying?

A. A granite bowlder.

It is seen that each of these questions follows the words of the text,
and that the answer but completes the sentence of which the question
is a part. Questions of this kind only suggest to the memory the
statement of the text, and do not cause the pupil to use his own
thought in realizing the actual event. Hence they arouse little
interest and leave little impression. They train the verbal memory,
but leave imagina