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 whole year round, and yet, at the end of the year, it will have no more tendency to go than before its first trip. Not so the boy. Going begets going. By doing a thing often, he acquires a facility, an inclination, a tendency, a habit of doing it. If a teacher or a parent succeeds in getting a child to do a thing once, it will be easier to get him to do it a second time, and still easier a third time. A teacher who is wise, when he seeks to bring about any given change in a child, whether it be intellectual or moral, will not ordinarily attempt to produce the change all at once, and by main force. He will not rely upon extravagant promises on the one side, nor upon scolding, threats, and violence on the other. Solomon hits the idea exactly, when he speaks of "leading in the way of righteousness." We must take the young by the hand and lead them. When we have led them over the ground once, let us do it a second time, and then a third time, and so keep on, until we shall have established with them a routine, which they will continue to follow of their own accord, when the guiding hand which first led them is withdrawn. _This is training._