Teaching a complex art.--What teaching is not.--What teaching is.--What it involves.--Presentation of facts.--Organization and evaluation of knowledge.--Interpretation and elaboration of truth.--Inspiration to high ideals.--Encouragement and direction given to expression.--Discovery of pupils' better selves.--Inspiration of example as well as precept.--Application of truths taught in lives of pupils. The query, "What constitutes teaching?" cannot be answered off-hand. It is so complex an art, so fine an art, as Professor Driggs points out, 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 truth. "It is the teacher's task to make changes for the better in the abilities, habits and attitudes of boys and girls. Her efficiency can be evaluated fairly only in terms of her success at this task. In other words, if a teacher is rated at all, she should be rated not only by the clothes she wears, or the method she chooses, but by the results she secures."--_Journal of Educational Research_, May, 1920. We have said that teaching is a complex art. It consists of at least these eight fundamentals, each one of which, or any combination of which, may be featured in any one particular lesson: