fundamentally a matter of the use of good English. It requires such a
choice and arrangement of words and clauses that there can be no doubt
as to the meaning to be conveyed. Assuming a fair command of the
language and care in its use, the basis of clearness at this point is
thorough mastery of the subject-matter of the questions, so that the
teacher himself understands clearly just what he means to ask.

The following illustrations show some questions that are faulty from
the standpoint of obscurity of meaning:--

What caused Lincoln to issue the Emancipation Proclamation in 1863?
(Not clear whether question means why did he issue the Emancipation
Proclamation at all, or why did he issue it in 1863 instead of at some
other time.)

What are the effects of attention to a moving object? (Not clear
whether question means effects on the person attending or the effect
which the moving of an object has in making itself seen.)

Who chased whom down what valley?

Why has a cat fur and a duck feathers?

_b. Adaptation to the age and understanding of the child._--Questions
that are perfectly clear to an adult may be hazy or incomprehensible
to a child because he does not understand the terms used in the
question, or because it deals with matters beyond his grasp. The
teacher must keep within the vocabulary of the child in formulating
his questions. Where it is necessary or desirable to introduce new
words into questions, care must be taken that the child knows fully