tance of

acher's success depends, in about equal measure, upon inspiration, cogitation, and interrogation. Let the first be the great gravitative forces;

e enough, or not energetic enough, while in reality he ha

Yes, later; but you cannot fish successfully in a dry pond. Any bungler can examine and test. The

ng by direct harangue? Well, does not a question imply community of interest, and hint at equa

t is born of your own will is tenfold more dangerous to you than your own sin that is born of your neighbor's will," Johnny will not get the point unless the teacher transforms it somewhat thus: "If you are out in the c

lesson helps, and write out, as a point pleases me, the form in which I wish to bring it u

o the equivalent of that work, is as sure to be defeat

? Not unless your ideal of teaching is the

ed, and read these questions before the class. The teacher's work is grandly accomplishe

ions on some apparently exhausted topic br

e appeal to experience. The question, "Is it I?" must be raised, no mat

real and personal interest in the thing considered, with

question. And a question is "dead" to your scholar which does not touch his own world of inte

id in study, but do most pitiably convict a teac

lexities, and difficulties which attend a thoughtful teacher's first careful readi

d, on a pinch. See what use Socrates made of them! And, by the way, modern t

other. Read a page of miscellaneous proverbs, and you will carry away from it the sa

now how tiresome it is to talk to a man up in a third-story window

-will have hit upon an interrogative phraseology in which his thoughts run easily, which he uses incessantly. The artful questioner w

ll be ready with a varying form of the question if he has to repeat it, lest the class fail to listen the second time. Of course, he will train himself to become ready with a "catch" question,-a question with a quirk in it, to punish mildly the inattentive. Of course, he will know when the class needs unifying by the general q