Never snap up a scholar, or neglect or ridicule his answers, however faulty. Always be candid and sincere, and your scholars will soon learn to trust themselves with you. A sharp, harsh reply will close the lips of a whole class. Enunciate every word with clearness. Vary the questions with all patience if not answered readily, and never think a child does not know because he does not answer the question at once. Be sure "never to tell a child what you could make that child tell you." Let your questions have a regular connection, so that one will naturally follow another, and in fact, glide into the next, and "say as little as you can in questioning and teaching, but so say it as to cause the children to say as much as possible." Then again be careful to adapt your questions well. Do not tell much in your questions. Put the right question to the right scholar, for it will not do to ask A or B or C a question which only D in the class can answer, for we are not to ask any child any question unless we suppose the answer is in the mind of the child. It is of particular importance that in the commencement of a lesson we always start aright. Have some easy, pleasant questions ready, which they will be glad to answer. No matter what occurs, never manifest impatience or severity, or descend to a witticism or a sneer. A sneering, sarcastic teacher should be left out of the school. Therefore gladly receive and develope, in the most charitable manner, the half-uttered, stammering answer of the child at your feet, and your children, in their hearts, will bless you. Dr. Arnold, the great teacher at Rugby, said: "It was his practice to teach by questioning, and as a general rule, he never gave information except as a kind of reward for an answer. His explanations were as short as possible, and his questions were of a kind to call the attention of the boys to the real point of every subject, and to disclose to them the exact boundaries of what they knew and what they did not know." Let me add to this Archdeacon Bather's account of how he became a catechist. He says in his "Hints on Catechising:"