IN THE SCHOOL-ROOM: CHAPTERS IN THE PHILOSOPHY OF EDUCATION - 1868 - PREFACE - THE views contained in this volunle are the result of a prolonged and somewhat varied professional espericnce. This experience includes the training of more than five thousand young men and of nearly one thonsand young women, a large portion of them for the office of teachers and it has been pined in College, ill Boarding School, in a city EIigll Scllool, and in a State Xomal Scllool. In all this prolonged aud varied experience, I hare constantly put inyself in the attitude of a learner, alid my ail11 in the present volume is to place before the younger members of the profession, in the briefest and clearest terms possible, the lessoils I have myself learned. Beginning with the question, IYllat is Teaching aild ending with the wider question, What is Education the book will be found to take a pretty free range over the whole field of practical inquiry among professional teachers. The thoughts presentet1 are such 3s have beell suggested to t, he writer ia the school-room itaelf, while actively engaged either ill teaching, or in supei. intendbg and dircctiag the illstruction given by ootl ers. These thoughts are for the most part purposely given ill short, detached chapters, each complete in itself. Such a method of presentation, though less imposing, seemed to have practical advantages for the reader too great to be neglected for the mere vanity of authorship. Often one can find leisure to read a chapter of five or six pages on some point complete in itself, when he might not feel like reaching it through an intervening network of connected and dependent propositions. At the same time, it should be observed, the topics though detached are not isolated. There is everywhere an underlying thread of connection, the whole being based upon, if not constituting, a philosophy of education. - CONTENTS - PAGE I . - w IS T EACHIN G . 9 111. - T EDIF FERENC B E ET WEEN TEACHING AND TRAININ . G . IV. - M ODES O F HEARINRGE CITATIONS . V. O N OB SERVING A PROPER OR DER I N THE DEVELOPM O E F N T T H E MENTALF ACUL TIES . VI. - T EACIIIN C G H ILDREN W HAT TIIEY DO NOT UNDERSTAND . . VIII. - KNOWLEDG B E E FORE IEMOR . Y . 1X.-POWER OF WORDS XI.-CULTIVATING T HE VOICE . XIT. E Y E S . CONTENTS. PAGE XIS. - G AINING T HE AFFECTIO O N F S T IIE SCIIOL ARS . 99 XX. - THE OBEDIENCE OF CHILDREN . . 103 XXVII1.-COUSSELS 1. TO A YOUNG TE ACHE R 2. TO A NEW P UPIL 3. TO A YOUNG LADY ON LEAVING SCHOOL 4 . TO A PUPIL ON ENTERING A O R J I A L SCEIOOL . 201 WHAT IS TEACHING N the first place, teaching is not siinply telling. A class I Inay be told a thing twenty times over, and yet not kilow it. Talking to a class is not necessa ily teaching. I haye known many teachers who were brimful of information, ancl were good talkers, and who discoursed to their classes with ready utterance a large part of the time allotted to instruction ye, t an examination of their classes sho led. little advancement in knowledge. There are several time-honored metaphors on this subject, which need to be received with some grains of allomance, if we would get at an exact idea of what teaching is. . ... --This text refers to an alternate Paperback edition.