If the teacher wishes to carry his scholars beyond the parasite stage, which is just as dangerous intellectually as physically, both to the parasite and its supporter, he must learn first that this weaning comes not without thoughtfulness and design. He must learn that, even more carefully than he plans the questions he is to ask his scholars, he must plan to inspire them to ask questions themselves. He will be most successful if, from the many matters which could be brought up in the lesson, he selects two or three of prime importance, and schemes to elicit the questioning enthusiasm of his class along those few lines. But how to do it? In the first place, the teacher must be a questioner himself. An old hen can hardly teach the eagle's brood to fly. Do not hesitate to tell your scholars of the doubts you once had, and how you won certainty from them. Show them by example that doubt is never a thing to be afraid of or ashamed of, unless it be a lazy doubt, viciously pleased with its own fog. Then there is a question-inspiring face and attitude. If the teacher assumes the manner pontific and speaks _ex cathedra_, and has the air of one who says the ultimate word, he will smother every question. A sympathetic, open face, and the hearty spirit of good-fellowship, are the best invitations to inquiries. Nor must the teacher be in a hurry, hastening from verse to verse with the nervous dispatch of an auctioneer. How many times must even a wise man look at a beetle, and how long, before he is moved to ask a wise question concerning it? Don't we sometimes make the recitation a mere exhibition of shooting-stars? Then, too, be on the watch for questions. How far ahead can you see a question coming? Before the scholar has made up his mind to ask it, if you have seeing eyes. An almost imperceptible quiver of the lips: "Question, Thomas?" Eyes suddenly wider: "What were you about to ask, Mary?" Forehead wrinkled: "Anything to say on that point, Edward?" And if the question is a good one, why, "A capital question, Thomas!" "I hoped that some one would ask that, Mary!" A good question is more to be praised than a good answer, because it is rarer and more original; but does it always receive our hearty commendation? Though the question leads you far out of your way, turn aside for it as gladly as you would turn from the road to pick up a diamond. Though you must leave the climax of the lesson unreached, see in this the climax. Though you are in full harangue, eagerly showing forth some great truth, stop short at once. A question in hand is worth a whole system of theology in the bush. And even if the question be trivial, or pointless, or utterly irrelevant, in anticipation of other possible questions, this one is not to be scornfully or slightingly waved aside. Don't kill the goose that lays golden eggs when she chances to lay one of pewter!