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sharp doubters; so that what he now gives to the public is the matured result of the experience, the study, and the discussions, of years.
Much that is in these pages has, in one form or another, already seen the light, in the columns of The Sunday School Times, The National Sunday School Teacher, The Sunday School Workman, The Sunday School World, The Sunday School Journal, The Independent, The New York Observer, The Congregationalist, The Advance, and other religious papers. Much of it, however, is quite new; and all of it has been re-cast for this work.
That there is a place for such a volume, the writer has not a doubt. That this volume will fill that place, is his desire. It is for the readers to ascertain how far it meets their needs in the direction of its aim and endeavor.
PHILADELPHIA, September, 1884.
Teaching and Teaching; Vague Notions of Teaching; One Hindrance
to Knowledge; Claiming is not Having; How Many" Teachers" are
TELLING IS NOT TEACHING.
A Common Error; No Teaching Without Learning; Ignorance of Long-
time Hearers; A Good Teacher's Great Failure; The Pump and the
Hearing is not Teaching; Reciting is not Learning; Rote-questions
bring Rote-answers; Buying Books does not Bring Knowledge; Blind
Alec of Stirling; Parrot Mathematicians; What Memorizing cannot do 16
Showing Errors is not Showing the Truth; Indefiniteness of the Definitions;
The Essence of All Teaching; Teaching Includes Learning; Other
Meanings for Teaching, than Teaching; Two Persons Needed to make
YOU MUST KNOW WHOM YOU ARE TO TEACH.
Why You should Know Your Scholars; Absurd Teaching; Well-informed
Ignorance; Children's Lack of Knowledge; All Things to All Men;
YOU MUST KNOW WHAT YOU ARE TO TEACH.
Scholars may Study, but Teachers must; A Boston Blunder; Knowing
about the Lesson, without Knowing the Lesson; A Yorkshire Method;
YOU MUST KNOW HOW YOU ARE TO TEACH.
Knowing How is Essential to Well-doing; A Doctor with all Kinds of
Knowledge but One; The Need of a Vent-hole; Choosing your own
HAVING THE ATTENTION OF THOSE YOU WOULD TEACH.
No Teaching without Attention; What Attention is; Attention on the
Play-ground; Attention in the Army; Attention in the Sunday-
school; Attention at Family Prayers; The Necessity of Holding
MAKING CLEAR THAT WHICH YOU TEACH.
Making Truth Clear is More than Declaring Truth; Intermediate
Agencies in the Transfer of Ideas; Words Less Expressive than
Visible Objects; Signs have not Always the Same Meaning; Speaking
in Unknown Tongues; Children's Impressions from Unfamiliar
Influence and Instruction; Cleansing a Mind, not Furnishing it;
Teaching not the Teacher's only Work; Philosophy of the Teaching-
Difficulty of Showing how to Know Human Nature; The Science and the
Art of Teaching; Color-blind Teachers; Old Sermons for New
Hearers; Aptness to Teach; The Child and the Chinaman; Knowing
a Child's Character; Knowing his Surroundings; Knowing his
HOW TO STUDY A LESSON FOR ITS TEACHING.
What Solomon and Paul would Need; What Studying a Lesson Means;
Having a Plan of Study; Old-Time Plans and Later Ones; The
Order of True Study; Not Attempting Too Much; Testing One's
HOW TO PLAN FOR A LESSON'S TEACHING.
Necessity of a Teaching Plan; Tantalus and his Successors; Bugbear
Methods of Teaching; Being Scientific without Knowing it; Various