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upon or to discuss it.

5. Discover the tastes, shortcomings, and abilities of your
individual students and direct your future questions
accordingly. There will usually be in the class the boy who is
glib without being accurate. He should be questioned on definite
facts. There will be the student whose analysis of events is
good, but whose powers of description are poor. Adapt your
questions to his special need. There will be the pupil with the
tendency to memorize the text _verbatim_. There will be the
student who knows the facts of the lesson, but who fails to
remember the sequence of events--the kind who never can tell
whether the Exclusion Bill came before or after the Restoration.
There will be the usual amount of specialized tastes, curiosity,
timidity, laziness, and rattle-brained thinking. The questioning
should probe these peculiarities, and stimulate the pupil's
ambition to improve his preparation at its weakest point.
Needless to say the questions should not be asked with the daily
idea of making the pupil fail. Like any other surgical
instrument the question probe should be used skillfully and with
a proper motive. It would be as great an error to bend your
questions continually away from the student's special tastes and
abilities as to be perpetually guided by them.

6. The bulk of the teacher's attention should be given neither to
the few exceptionally able students nor to the few very poor
pupils. It is to the average normal boy and girl that the most
of the questioning should be directed. The brilliant student
should be called on sufficiently to retain his interest and to
set a standard of excellence for the class. He should be given
the most difficult of the assignments of outside work and if
necessary an additional number of them. As to the few pupils
whom the teacher deems exceptionally poor, it may be said that
the effect of questioning should never be to discourage the
pupil who has made an honest effort at preparation. During the
early part of the course the efforts of the teacher may well be
directed to asking the backward student questions to which he
can make reasonably satisfactory answers. By saving the student