_How_ does tobacco grow?

_What_ do birds like?

All indefinite questions deserve and usually receive an indefinite
answer, and hence lead to and encourage guessing. If the answers to
such questions as the above are not indefinite, they must be purely
memoriter, merely reproducing the words of the text without
comprehension of any real meaning.

Indefinite questioning usually comes from a lack of clear thinking on
the part of the questioner. The teacher himself does not know
precisely what he means to ask, and hence cannot be definite. It is
safe to say that the teacher's questions covering a subject will never
be any more clear or definite than the subject itself is in his mind.
Indeed it is hard for one to be wholly definite in questioning even
when he is a perfect master of his subject. Certainly, then, eternal
vigilance will be the price of clearness and definiteness on the part
of the young teacher who is as yet striving for mastery of what he is
teaching.


7. _Secondary principles of good questioning_

Besides the foregoing fundamental principles underlying the art of
questioning, there are a few secondary principles, some of which are
of hardly less importance:--

1. Questions should be asked naturally, and in a conversational tone,