of his vision. It is not uncommon to
see a teacher pressing close up to the scholars in the centre of the
class, so that those at the right and left ends are out of his sight; or
if he turns his face to those on one side, he at the same time turns his
back to those on the other. Always sit or stand where you can all the
while see the face of every pupil. I have, hundreds of times, seen the
whole character of the instruction and discipline of a class changed by
the observance of this simple rule.

Another rule is to use your eyes quite as much as your tongue. If you
want your class to look at you, you must look at them. The eye has a
magic power. It wins, it fascinates, it guides, it rewards, it punishes,
it controls. You must learn how to see every child all the time. Some
teachers seem to be able to see only one scholar at a time. This will
never do. While you are giving this absorbed, undivided attention to
one, all the rest are running wild. Neither will it do for the teacher
to be looking about much, to see what is going on among the other
classes in the room. Your scholars' eyes will be very apt to follow
yours. You are the engineer, they are the passengers. If you run off the
track, they must do likewise. Nor must your eye be occupied with the
book, hunting up question and answer, nor dropped to the floor in
excessive modesty. All the power of seeing that you have is needed for
looking earnestly, lovingly, without interruption, into the faces and
eyes of your pupils.

But for the observance of this rule, another is indispensable. You must
learn to teach without book. Perhaps you cannot do this absolutely. But
the nearer you can approach to it, the better. Thorough preparation, of
course, is the secret of this power. Some teachers think they have
prepared a lesson when they have gone over it once, and studied out all
the answers. There could not be a greater mistake. This is only the
first step in the preparation. You might as well think that you have
learned the Multiplication Table, and are prepared to teach it, when you
have gone over it once and seen by actual count that the figures are all
right, and you know where to put your finger on them when required. You
are prepared to teach a lesson when you have all the facts and ideas in
it at your tongue's end, so that you can go through them all, in proper
order, without once referring to the book. Any preparation short of this
will not do, if you want to command