A great deal more trouble is expended now on the manner of questioning and "hearing" the lessons; but even yet it may be done too formally, as a mere function, or in a way that kills the interest, or in a manner that alarms--with a mysterious face as if setting traps, or with questions that are easy and obvious to ask, but for children almost impossible to answer.

Children do not usually give direct answers to simple questions.

Experience seems to have taught them that appearances are deceptive in this matter, and they look about for the spring by which the trap works before they will touch the bait.

It is a pity to set traps, because it destroys confidence, and children's confidence in such matters as lessons is hard to win.
The question of aids to study by stimulants is a difficult one.

On the one hand it seems to some educators a fundamental law that reward should follow right-doing and effort, and so no doubt it is; but the reward within one's own mind and soul is one thing and the calf-bound book is another--scarcely even a symbol of the first, because they are not always obtained by the same students.