There are, however, many bad and indifferent questions put, in religious teaching, which a little knowledge of the correct rules of the art of questioning will enable us to avoid. Frequently a slight variation in the form changes a bad question into a good one. For instance: "Moses was a good man, was he not?" is a bad question. "What kind of a man was Moses?" is a good question, as it awakens thought. "What do you understand by faith and repentance?" is a bad question, for it is ambiguous and indefinite, and perplexes the child. "Will you tell me what is faith?" is a good question, for it compels the child to think and to inquire--it puts into his hand the laboring oar and he must row. "Did David kill Goliath with a stone or with a sword?" This is a bad question. It is involved and suggestive. Ask the child simply, "With what did David kill Goliath?" and the question is a good one, in strict conformity with the laws of questioning and of the child-mind. Another class of questions is very common, but well nigh useless, namely, leading questions, such as, "Was David a good man?" "Was Goliath a wicked man?" These are mostly bad or indifferent questions, and are almost a total loss to the teacher. Slightly vary them in the following way, and you make them at once, in every aspect, good questions. "What kind of a man was David?" "What kind of a man was Goliath?" Teachers will remember, therefore, to avoid ambiguous or indefinite, involved or suggestive, and leading questions, which latter are answered "Yes" or "No," for they are generally of little avail. What kind of questions, then, shall Sabbath-school teachers seek to use? I reply: 1. Questions of _Examination_, in order to find out what the pupil already knows; to gauge his present knowledge, and ascertain what he needs to know. 2. Questions of _explanation_ of particular words, which should be put freely while reading the lesson. 3. Questions of _actual instruction_, or reflective questions, thus making the pupil teach himself, or find out as much as possible by thinking and inquiring, and thus leading him to correct his own answers. Much instruction may be communicated by asking questions and correcting the answers, but great care should be taken to make the most of the answers, and to do full justice to them. Socrates's plan was to lead the pupil by a pleasant question to discover his own error, instead of directly charging him with it. Encourage your scholars by all means to ask questions with freedom, and give your teaching more the form of an earnest conversation.