that it has to be pondered to be understood and appreciated. It is often
considered to be mere lesson-hearing and lesson-giving. The difference
between mere instructions and teaching is as great as the distinction
between eating and digestion.

The following definition of _teaching_, contributed by a former state
superintendent of schools, is rich in suggestion:

"Teaching is the process of training an individual through the
formation of habits, the acquisition of knowledge, the inculcation of
ideals, and the fixing of permanent interests so that he shall become
a clean, intelligent, self-supporting member of society, who has the
power to govern himself, can participate in noble enjoyments, and has
the desire and the courage to revere God and serve his fellows."

Teaching does not merely consist of an inquisition of questions with
appropriate answers thrown in; it surely is not mere reading; nor can it
be mistaken for preaching or lecturing. These are all means that may be
employed in the process of teaching. And they are important, too. We
have been cautioned much, of late years, not to lose ourselves in the
process of doling out facts--but that rather we should occupy ourselves
teaching boys and girls. That all sounds well--the writer of these
lessons has himself proclaimed this doctrine--but we have discovered
that you cannot teach boys and girls _nothing_. They no more can be
happy _listening_ to _nothing_ than they can be content _doing nothing_.

And so we now urge the significance of having a rich supply of subject
matter--a substantial content of lesson material. But the doctrine holds
that the teacher ought not to lose himself in mere facts--they are
merely the medium through which he arrives at, and drives home the