t the
teacher's language influences the language habits of his pupils.
Carelessly worded, poorly constructed questions are likely to result in
answers having similar characteristics. On the other hand, correctness
in the form of the questions asked, accuracy in the use of words,
simple, straightforward statements of the thing wanted, will be
reflected, dimly perhaps, in the form of the pupils' answers. Care must,
therefore, be exercised as to the form in which questions are asked.
They should be stripped of all superfluous introductory words, such as,
"Who can tell?" "How many of you know?" etc. Such prefaces are not only
useless and a waste of time, but they also put before pupils a bad model
if we are to expect concise and direct statements from them. The
questions should be so clear and definite in meaning as to admit of only
one interpretation. Questions such as, "What happened after this?" "What
did Cromwell become?" "What about the rivers of Germany?" "What might we
say of this word?" are objectionable on the score of indefiniteness.
Many correct answers might be given for each and the pupils can only
guess at what is required. If the question cannot be so stated as to
make what is desired unmistakable, the information had better be given
outright. Questions should be brief and usually deal with only one
point, except, perhaps in asking for summaries of what has been covered
in the lesson. In the latter case it is frequently desirable to put a
question involving several points in order to ensure definiteness,
conciseness, and connectedness in the answer; for example, "For what is
Alexander Mackenzie noted? State his great aim and describe his two most
important undertakings connected therewith." But in dealing with matter
taken up for the first time or involving original thought, this type of
question, demanding as it does attention to several points, would put
too great a demand upon the powers of young children. Under such
conditions it is best to ask questions requiring only one point in
answer.

THE ANSWER

=Form of Answers.=--The possibility of improving the pupil's language
power through his answers has already been referred to. To secure the
best results in this regard, the teacher should insist on answers that
are grammatically correct and, usually, in complete sentences. It would
be pedantic, however, to insist always upon the latter condition. For
such questions as, "What British officer was killed a