In the first place, teaching is not simply telling. A class may be told a thing twenty times over, and yet not know it. Talking to a class is not necessarily teaching. I have known many teachers who were brimful of information, and were good talkers, and who discoursed to their classes with ready utterance a large part of the time allotted to instruction; yet an examination of their classes showed little advancement in knowledge. (Summary by John S. Hart)
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1:
Preface
2:
Chapter 1 What is Teaching?
3:
Chapter 2 The Art of Questioning
4:
Chapter 3 The Difference Between Teaching and Training
5:
Chapter 4 Modes of Hearing Recitations
6:
Chapter 5 On Observing a Proper Order in the Development of the Mental Faculties
7:
Chapter 6 Teaching Children What They Do Not Understand
8:
Chapter 7 Cultivating the Memory in Youth
9:
Chapter 8 Knowledge Before Memory
10:
Chapter 9 The Power of Words
11:
Chapter 10 The Study of Language
12:
Chapter 11 Cultivating the Voice
13:
Chapter 12 Eyes
14:
Chapter 13 Errors of the Cave
15:
Chapter 14 Men of One Idea
16:
Chapter 15 A Talent for Teaching
17:
Chapter 16 Teaching Power
18:
Chapter 17 Growing
19:
Chapter 18 Loving the Children
20:
Chapter 19 Gaining Affections of the Scholars
21:
Chapter 20 The Obedience of the Children
22:
Chapter 21 Rarey as an Educator
23:
Chapter 22 A Boarding School Experience
24:
Chapter 23 Phrenology
25:
Chapter 24 Normal Schools
26:
Chapter 25 Practice - Teaching
27:
Chapter 26 Part 1 Attention as a Mental Faculty, and as a Means of Mental Culture
28:
Chapter 26 Part 2 Attention as a Mental Faculty, and as a Means of Mental Culture
29:
Chapter 27 Gaining the Attention
30:
Chapter 28 Part 1 Counsels To a Young Teacher
31:
Chapter 28 Part 2 Counsels To a New Pupil
32:
Chapter 28 Part 3 Counsels To a young Lady Leaving a Boarding School
33:
Chapter 28 Part 4 Counsels To a pupil entering a normal school
