the paragraph or the topical heads furnished by the text, if it
can be avoided. The pupil should not be allowed to remember his
history by its location in the text.

4. Be sure that the class have an opportunity to recite on the
questions assigned for their advance preparation. Nothing is
more discouraging to a student than carefully to prepare the
work required and then fail of an opportunity either to recite
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