dy with an answer. While this readiness and attention
should be rewarded by giving an opportunity to answer, it must not
lead the teacher to neglect those who may need the question more than
the more ready ones. The questions should be impartially distributed
among the bright and the dull pupils.

5. It is highly important that questions shall be asked so that they
demand thought in answering, and usually so that the answer must be
given in a full statement. Seldom should a question be asked in such
form that a simple Yes or No will answer it. This does not require
sufficient thought on the part of the pupil, it permits guess-work,
and fails to cultivate ability in expression. Answers that may be
given in a word or two, or by Yes or No, may be accepted in rapid
drill or review work, and also in the inductive questioning used in
developing a new subject, but should be used very sparingly in other
places in the recitation.

6. The "pumping" question should not be used. In this type of
question, the teacher formulates the answer and leaves only the key
word for the pupil to supply. The teacher sometimes goes so far as to
suggest the necessary word by pronouncing the first syllable or two of
it. A dialogue like the following was heard in one school:--

Q. "Columbus was an ----?"

A. "Explorer."

Q. "No, he was an It----?"

A. "Oh, an Italian."

Such an attempt at teaching would be amusing, were it not so serious
for the child.

8. _The treatment of answers_

The teacher's treatment of the answers given is of hardly less
importance than the formulation of the questions themselves. It is to
be remembered that the recitation is an interchange of thought and
expression between teacher and class. To this end, the response must
be mutual. Not alone when the question is being asked is the teacher
to be animated and interested, but likewise while the answer is being
given. It is neither good pedagogy nor good manners for a teacher to
sit unresponsive and inattentive when a pupil is reciting. Not that
the teacher needs always to comment on an answer, or say that it is
correct; it is rather a matter of manner, of attention and interest to
the answer. We find it embarrassing either in a recitation or out of
it to talk to a person who seems not to be listening.

Right at this point, however, there lurks an insidious danger. It
comes easily and naturally to one to give some sign of assent or
disapprov