of the pupil's soul upon the
things that are presented to it through the senses. _Teaching may be
defined as causing a human soul to know._

#35.# Everything outside the learner may be considered his teacher. We
are taught in the broadest sense by the spirit of God's universe
expressed in terms of order and law. We are taught in a more
restricted sense by our immediate environment, and especially by the
people whose lives come in close contact with our own. In the most
restricted sense we are taught by a trained mind, and this trained
mind belongs to a person called a teacher. The process of teaching may
be considered as the act of bringing into the consciousness of the
learner the knowledge already in the consciousness of the teacher. We
cannot teach what we do not know. Teaching ends when the pupil knows
all that the teacher knows.

#36. Impression and Expression.#--When I say that I know a certain
thing, I mean that my soul possesses that thing and knows that it
possesses it; this is _consciousness_. The teaching act completes
itself when the learner is able to express in language or otherwise to
the satisfaction of the teacher the facts in consciousness. In other
words, the soul is not fully educated until it has reached the point
of expression.

#37.# It will be seen from this that teaching is possible only when
the soul is actively seeking new knowledge. This attempt of the soul
to seek new knowledge causes it, for one reason or another, to focus
itself upon some one object of thought to the exclusion of all other
objects of thought. _This act is called attention._ When the will
directs the attention it is called _voluntary_ attention. When some
other agency than the will directs the attention it is called
_involuntary_ attention.

#38. Securing Attention.#--The greatest art in teaching is to secure
attention. The highest form of attention is voluntary attention. The
young child does not possess sufficient will-power to control
attention; consequently in the early grades some other agent than a
command of the will must hold attention. This other agent in a general
way may be characterized as _interest_. In other words, the young
child's interests hold his attention, and the thing in which he takes
the greatest interest will easiest attract his attention.

#39.# There are certain well-known principles underlying the interest
of the child. First, his curiosity; second, novelty, or
unexpectedness; third, imita