Nearly allied to the question box is the answer box. It consists in this: At an appropriate time in an Institute, the conductor writes an important question on the blackboard--blank papers are distributed and all the members are requested to write their answers. For instance, all are requested to write upon the question, What is the great want of our Sabbath-schools? One writes, "The Holy Spirit, praying teachers, aim at conversions," etc. Another writes, "Good superintendents, devoted pastors and parents." Another writes, "Clear teaching, good order, and devout singing." Others, "The Bible needs to be exalted and applied;" "Make the Bible attractive to the children;" "Living, earnest teachers who love the children;" "Aim at salvation and Christian training." Or if the question should be, "How to prepare a Bible lesson?" one answers "1. Pray. 2. Read it over carefully. 3. Think and pray. 4. Look up the parallel passages. 5. Examine Commentaries, Dictionaries, etc. 6. Search out illustrations for each pupil. 7. How to apply truth to each and all." Another writes: "1. Fix on the subject early in the week, keep it constantly before the mind, trying to find illustrations anywhere and everywhere. 2. Endeavor to make it simple, yet interesting and practical. 3. Constantly seek divine direction." At the close of a recess of ten minutes for writing and receiving the answers, they are taken up and read by the conductor, and then referred to a committee of three to digest and report upon at a future meeting. We get at the heart of the people in this way. XXXII. MISTAKES OF TEACHERS. It is a mistake to suppose that mere _talk_ is teaching. It is a mistake to think that hearing a Bible lesson recited, or the reading of questions from a book, or telling stories, is good Sabbath-school teaching. It is a mistake to think that one who in manner and temper is impatient, dogmatic, overbearing, slow, heavy or dull, can be a good Sabbath-school teacher. It is a mistake to suppose that one who is not understood, or is misunderstood, is a good teacher. It is a mistake to suppose he who gossips with his class is a good teacher. It is a mistake to suppose, because we have a general idea beforehand, that we shall be able to supply the details and illustrations as we go along. It is a great mistake to underrate oral teaching, and overrate merely reading and reciting from the Bible. It is a great mistake to think that our scholars are too young to appreciate a well-prepared lesson or a well-governed school. It is a mistake of teachers to expect attention from motives of duty, or the sacredness of the day or importance of subject--nothing but real interest will secure it. It is a mistake to teach as if all young children had the same _tastes_. It is a great mistake to fail to arouse curiosity and awaken interest. It is a mistake to suppose that we shall be understood without careful simplicity of language.