hen requires all the class to search in silence, and each
one to get ready to answer, but lets no answer be given until all are
prepared. When all have signified their readiness, some one is
designated to give the answer.

The books being closed, the questioning begins:

_T._ Name the different places into which Jesus was taken to be tempted,
and the verse in which each place is named.

_P._ It is said in the 1st verse that Jesus was led up into the
wilderness; in the 5th verse, that he was taken up into the holy city,
and set on a pinnacle of the temple; and in the 8th verse, that he was
taken up into an exceedingly high mountain.

_T._ What was the condition of Jesus, when the devil proposed his first
temptation?

_P._ He had been fasting forty days and forty nights, and he was very
hungry.

I need not multiply these illustrations. I have not made them entirely
in vain, if I have succeeded in producing in the mind of the reader the
conviction of these two things: first, that it is a most important and
difficult part of the teacher's art, to know how to ask a question; and
secondly, that the true measure of the teacher's ability is, not so much
what he himself is able to say to the scholars, as the fulness, the
accuracy, and the completeness of the answers which he gets from them.

III.

THE DIFFERENCE BETWEEN TEACHING AND TRAINING.

These two processes practically run into each other a good deal, but
they ought not to be confounded. Training implies more or less of
practical application of what one has been taught. One may be taught,
for instance, the exact forms of the letters used in writing, so as to
know at once by the eye whether the letters are formed correctly or not.
But only training and practice will make him a penman. Training refers
more to the formation of habits. A child may by reasoning be taught the
importance of punctuality in coming to school; but he is trained to the
habit of punctuality only by actually coming to school in good time, day
after day.

The human machine on which the teacher acts, is in its essential nature
different from the material agencies operated on by other engineers. It
is, as I have once and again said, a living power, with laws and
processes of its own. Constant care, therefore, must be exercised, in
the business of education, not to be misled by analogies drawn from the
material world. The steam-engine may go over its appointed task, day
after day, the w