CONTENTS.

I. THE TEACHER AND HIS ASSISTANTS.

PAGE

I

Introduction

Relation of the University to the teaching profession

Teaching not to be stereotyped

_Teaching both an Art and a Science

Qualifications of the ideal Teacher

Knowledge of the thing to be taught

Preparation

Extra-professional Knowledge

Temper

Activity and Cheerfulness

Avoidance of Pedantry

Power of describing and narrating

Freshness of mind

Sympathy

The work of Assistants

Limits to their responsibility

School Councils

Student-teachers

The Teacher's aims

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15

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32

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II. THE SCHOOL, ITS AIMS AND ORGANIZATION.

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Limits to School-work

Five departments of School-instruction

Their relative importance

Primary, Secondary and High Schools

The studies appropriate for each

What is a liberal education?

The grading of Schools .

Day and boarding Schools

True relation of the School to the Home

Bifurcation and modern departments

Girls' Schools

Distribution of time

Classification

ance Examination

Fees

III. THE SCHOOL-ROOM AND ITS APPLIANCES.

Contents.

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IV. DISCIPLINE.

PAGE

The Teacher as a ruler and administrator

Commands to be well considered before they are given.

Over-governing

Right and wrong uses of mechanical drill

Corporate life of a School

Child-nature to be studied before insisting on rules

School-time to be filled with work

The law of Habit

Its bearing on School life and work

Recreation and gymnastics

Sunday discipline in boarding schools

_Rewards: how to use and to economize them

Happiness of children

Punishments and their purpose

Principles to be kept in view

The sense of shame

Tasks as punishments

The discipline of consequences

Why inadequate for the purposes of the State

And inadequate for School purposes

The best kinds of punishment

Corporal punishment

How to dispense with punishments

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108

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V. LEARNING AND REMEMBERING.

The law of mental suggestion

Different forms of association

The process of remembering

Modes of establishing permanent associations

(1) Frequent Repetition, (2) Interest in the thing learned

Verbal and rational memory

Learning by heart when legitimate

How to commit to memory

Memory to be supplemented by reflection

And strengthened by exercise

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131

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135

137

137

Purposes to be served by questioning

A Socratic dialogue

The Socratic method in its application to Schools
Characteristics of good oral questioning ·
Clearness, Terseness, Point

Simplicity, Directness, Continuity

Different forms of answer

Collective answering deceptive

Mutual questioning

The inquisitive spirit

Books of questions

Written examinations, their use and abuse

Dishonest preparation

Legitimate preparation

How to frame a good Examination paper

And to estimate the answers

Venial and punishable blunders

The morality of Examinations

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181

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182

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Language long the staple of school instruction.

Reasons for this

Greek and Latin

Purposes once served by the learning of Latin

Some of these no longer useful

• Classical' Schools

The true place of Latin in the schools of the future

In High Schools, and in Secondary Schools

Comparison of Latin with English forms

How much Grammar should be learned by heart

Exercises in translation from the first

Literature to be studied early

The place of Latin in a primary school

Etymology-Prefixes and Affixes

Modern foreign languages

Purposes and methods of teaching them

Audition.

The choice of foreign teachers

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