=Calling for Answers.=--In order that the attention of the whole class may be maintained, the question should be proposed before the pupil who is to answer is indicated. No fixed order in calling upon the pupils should be adopted. If the pupils are never certain beforehand who is to be named to answer the question, they are more likely to be kept constantly on the alert. The questions should be carefully distributed among the class, the duller pupils being given rather more and easier questions than the brighter ones. One of the temptations that the teacher has to overcome is that of giving the clever and willing pupils the majority of the questions. The question should seldom be repeated unless the first wording is so unfortunate that the meaning is not clear and it is found necessary to recast it. To repeat questions habitually is to put a premium on inattention on the part of the pupils. A bad habit often noted among teachers is that of wording the question in several ways before any one is asked to answer it. =Methods of Dealing with Answers.=--As has been already indicated in another connection, the answers of the pupils should be generally in complete sentences and frequently should be in the form of a continuous paragraph or series of paragraphs, especially in summaries and reviews. The continuous answer should be cultivated much more than it is, as a means of training pupils to organize their information and to express themselves in clear and connected discourse. On the other hand, however, children should be discouraged from giving more information than is demanded by the question. While it is desirable that the correctness of an answer should be indicated in some way, the teacher should guard against forming the habit of indicating every correct answer by a stereotyped word or phrase, such as, "Yes" or "That's right." Answers should seldom be repeated by the teacher, unless it is desirable to re-word them for purposes of emphasis. Repetition of answers encourages careless articulation on the part of the pupil answering and inattention on the part of the others. One of the worst habits a teacher can contract is the "gramophonic" repetition of pupils' answers. The answers given by the pupils should almost invariably be individual, not collective. Simultaneous answering makes a noisy class-room, cultivates a monotonous and measured method of speaking, and encourages the habit of relying on others. There are always a few leaders in the class that are willing to take the initiative in answering, and the others merely chime in with them. The method is not suitable for the expression of individual opinion, for all pupils must answer alike. There is, further, the possibility that absurd blunders may pass uncorrected, because in the general repetition the teacher cannot detect them. LIMITATIONS