are such as have been suggested to the writer in the school-room itself,
while actively engaged either in teaching, or in superintending and
directing the instruction given by others. These thoughts are for the
most part purposely given in 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.

I. What is Teaching?
II. The Art of Questioning
III. The Difference between Teaching and Training
IV. Modes of Hearing Recitations
V. On Observing a Proper Order in the Development of
the Mental Faculties
VI. Teaching Children what they do not Understand
VII. Cultivating the Memory in Youth
VIII. Knowledge before Memory
IX. Power of Words
X. The Study of Language
XI. Cultivating the Voice
XII. Eyes
XIII. Errors of the Cave
XIV. Men of One Idea
XV. A Talent for Teaching
XVI. Teaching Power
XVII. Growing
XVIII. Loving the Children
XIX. Gaining the Affections of the Scholars
XX. The Obedience of Children
XXI. Rarey as an Educator
XXII. A Boarding-School Experience
XXIII. Phrenology
XXIV. Normal Schools
XXV. Practice-Teaching
XXVI. Attention as a Mental Faculty, and as a Means of
Mental Culture
XXVII. Gaining the Attention
XXVIII. Counsels:
1. To a Young Teacher;
2. To a New Pupil;
3. To a Young Lady on leaving School;
4. To a Pupil on Entering a Normal School
XXIX. An Argument for Common Schools
XXX. What is Education?

IN THE SCHOOL-ROOM.

I.

WHAT IS TEACHING?

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
inform