taken up for the first time or involving original thought, this type of question, demanding as it does attention to several points, would put too great a demand upon the powers of young children. Under such conditions it is best to ask questions requiring only one point in answer. THE ANSWER =Form of Answers.=--The possibility of improving the pupil's language power through his answers has already been referred to. To secure the best results in this regard, the teacher should insist on answers that are grammatically correct and, usually, in complete sentences. It would be pedantic, however, to insist always upon the latter condition. For such questions as, "What British officer was killed at Queenston Heights?" or "What province lies west of Manitoba?" the natural answers are "General Brock," or "Saskatchewan." To require pupils to say, "The British officer killed at Queenston Heights was General Brock," or "The province west of Manitoba is Saskatchewan," would be to make the recitation unnatural and formal. When answers are a mere echo of the question, with some slight inversion or addition, they become exceedingly mechanical, and useless from the point of view of language training. While it is desirable to avoid, as far as possible, questions that admit of answers of a single word or short phrase, such questions are sometimes necessary and are not objectionable. Questions should not be thrown into the form of an elliptical statement in which the pupil merely fills a blank, for example, "The capital of Ontario is...?" "The first English parliament was called by...?" Nor should they be given in inverted form, as, "Montreal is situated where?" "The Great Charter was signed by what king?" Alternative questions such as, "Is this a noun or an adjective?" "Was Charles I willing or unwilling to sign the Petition of Right?" as well as those questions that are answerable by "Yes" or "No," require little thought to answer and should be avoided if possible. When they are used, the pupil should at once be required to give reasons for his answer. Neither the form of the question nor the teacher's tone of voice or manner should afford any inkling as to the answer expected.