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 information, and were good talkers, and who discoursed to their classes with ready utterance a large part of the time allotted to instruction; yet an examination of their classes showed little advancement in knowledge.

Latest episodes of the podcast In the School Room by John S. Hart

• Preface
• Chapter 1 What is Teaching?
• Chapter 2 The Art of Questioning
• Chapter 3 The Difference Between Teaching and Training
• Chapter 4 Modes of Hearing Recitations
• Chapter 5 On Observing a Proper Order in the Development of the Mental Faculties
• Chapter 6 Teaching Children What They Do Not Understand
• Chapter 7 Cultivating the Memory in Youth
• Chapter 8 Knowledge Before Memory
• Chapter 9 The Power of Words
• Chapter 10 The Study of Language
• Chapter 11 Cultivating the Voice
• Chapter 12 Eyes
• Chapter 13 Errors of the Cave
• Chapter 14 Men of One Idea
• Chapter 15 A Talent for Teaching
• Chapter 16 Teaching Power
• Chapter 17 Growing
• Chapter 18 Loving the Children
• Chapter 19 Gaining Affections of the Scholars
• Chapter 20 The Obedience of the Children
• Chapter 21 Rarey as an Educator
• Chapter 22 A Boarding School Experience
• Chapter 23 Phrenology
• Chapter 24 Normal Schools
• Chapter 25 Practice - Teaching
• Chapter 26 Part 1 Attention as a Mental Faculty, and as a Means of Mental Culture
• Chapter 26 Part 2 Attention as a Mental Faculty, and as a Means of Mental Culture
• Chapter 27 Gaining the Attention
• Chapter 28 Part 1 Counsels To a Young Teacher
• Chapter 28 Part 2 Counsels To a New Pupil
• Chapter 28 Part 3 Counsels To a young Lady Leaving a Boarding School
• Chapter 28 Part 4 Counsels To a pupil entering a normal school
• Chapter 29 Part 1 An Argument for Common Schools
• Chapter 29 Part 2 An Argument for Common Schools
• Chapter 30 What is Education?