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
from the daily humiliation of failure before the class, and by
tactfully encouraging him to greater effort, the teacher may
shortly discover that the poor pupil is far from hopeless.

7. Do not allow your questions to consume a disproportionate amount
of time with details. Until very recently in all our history
teaching, battles have been exalted to a place immeasurably
greater than their importance. We are coming to see that the
fighting is one of the least important things in the war. The
causes and results, the financial, political, and social effects
now absorb our attention. One or two battles in a course may
profitably be studied in detail, particularly in the history of
our own country, but in the press of considerations far more
interesting and vital, it is a waste of time to give more than a