and not explosively _demanded_ of pupils.

2. Usually the question should be addressed to the entire class and,
after all have had a moment to think, some one then designated to
answer. The reason for this is obvious. If the one who is to answer is
designated before the question is asked, the incentive to the rest of
the class to think the answer is greatly lessened.

3. No regular order should be followed in calling on pupils. If such
an order is established, the lazy and uninterested ones have a
tendency to remain inactive until called upon. By the hit-and-miss
method of calling no one knows at what moment he may be the next one,
hence there is a strong incentive to attend to the lesson. It is also
desirable to call on a pupil occasionally the second time very soon
after he has previously been called upon. This prevents him from
thinking that as soon as he has recited once he can then safely relax
his attention.

4. Inattentive or mischievous pupils should be the mark for frequent
questions. If it comes to be known that any inattention is sure to
bring questions to the pupil at fault, the battle for attention is
half won. There is a strong tendency on the part of the teacher to ask
for the answer to a question from those whose eyes show that they are
attentive and ready with an answer. While this readiness and attention
should be rewarded by giving an opportunity to answer, it must not
lead the teacher to neglect those who may need the question more than
the more ready ones. The questions should be impartially distributed
among the bright and the dull pupils.

5. It is highly important that questions shall be asked so that they