oint of view must the teacher take?

2. Is it true that teachers are "born" not "made"?

3. What does apperception mean?

4. By what means does knowledge enter the soul?

5. What is the teacher's goal?

6. What is the highest art in teaching?

7. What four things help to the pupil's approach to the lesson?

8. What should be the teacher's real concern about the pupil?

9. What is teaching?

10. What is attention? Voluntary? Involuntary?

11. State four principles underlying the child's interest.

12. Name the gateway to the soul.

Lesson 6

What an Educational Principle Is

#46. Laws of the Soul.#--Everything in this world behaves in a certain
way under certain conditions. All the things in God's great, good
world operate in harmony with some force or power that is always
present and that always does or causes to be done the same thing. When
once we have discovered this power and stated in a formula how it
behaves we have a law. The soul is no exception to this general
statement. It behaves, under similar conditions, in the same way. When
once we have discovered how the soul acts and formulate its methods of
action we have a law of the soul.

#47.# From these laws of the soul we may also learn how to make the
soul grow in a certain desired way. We can also discover the laws in
the materials which we use to cause growth in the soul. These laws
become the guide to all good teaching. They are here called
educational laws or principles.

#48. Educational Principles.#--Thus it will be seen that educational
principles rest upon the laws of the soul. They tell us in brief and
clear statements what should govern us in teaching a growing soul. If
one turns to any treatise on pedagogy he will find there a statement
of these laws. Of course, these will be found to vary somewhat because
no one is quite certain that the last facts concerning the soul are
known.

#49.# But the important thing is not, after all, what one finds in the
books, but what one is finally led to accept as his own guiding
principles. It is of the utmost importance that one should have
certain general principles of education as standards by which to test
his own teaching. A ship without a compass sails a no less aimless or
dangerous course than does a teacher without pedagogic guidance. What
the compass is to the ship, educational principles are to the teacher.
Thus educational principles aid in achieving the end or purpose of the