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The Seven Laws Of Teaching (Paperback)
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The Seven Laws Of Teaching (Paperback)
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THE SEVEN LAWS OF TEACHING JOHN M. GREGORY, LLD. Ex-Commissioner of
the Civil Service of the United States, and Ex-President of the
State University of Illinois THE PILGRIM PRESS BOSTON NEW YORK
CHICAGO Copyrighted, 1886 BY JOHN M. GSEGO Y Train up a child in
the way he should go and when he is old he will not depart from
it., Why is it that we, the elder, are spared to the world, except
to train up and instruct the young It is impossible that the gay
little folks should guide and teach themselves, and accordingly God
has committed to us who are old and experienced the knowledge which
is needful for them, and he will require of us a strict account of
what we have done with it. Martin Luther. Faith in God is the
source of peace in life peace in life is the source of inward order
inward order is the source of the unerring application of our
powers, and this again is the source of the growth of those powers,
and of their training in wisdom wisdom is the spring of all human
blessings. Pestalosti. If you follow nature, the education you give
will succeed without giving you trouble and perplexity especially
if you do not insist upon acquirements precocious or
over-extensive, Plato. It should not be claimed that there is no
art or science of training up to virtue. Remember how absurd it
would be to believe that even the most trifling employment has its
rules and methods, and at the same time, that the highest of all
departments of human effort virtue can be mastered without
instruction and practice 1 Cicero. CONTENTS. i. THE LAWS OF
TEACHING ., . 11. THE LAW OF THE TEACHER 15 in. THE LAW OF THE
LEARNER 28 IV. THE LAW OF THE LANGUAGE 48 v. THE LAW OF THE LESSON
... 65 VI. THE LAW OF THETEACHING PROCESS 81 VII. THE LAW OF THE
LEARNING PROCESS 104 VIII. LAW OF REVIEW . .. 118 INTRODUCTION. LET
us, like the Master, place a little child in our midst Let us
carefully observe this child that we may learn from it what
education is for education, in its broadest meaning, embraces all
the steps and processes by which an infant is gradually transformed
into a full grown and intelligent man. Let us take account of the
child as it is. It has a complete human body, with eyes, hands, and
feet, all the organs of sense, of action and of locomotion, and yet
it lies helpless in its cradle. It laughs, cries, feels, and seems
to perceive, remember, and will. It has all the faculties of the
human being, but is without power to use them save in a merely
animal way. In what does this infant differ from a man Simply in
being a child. Its body and limbs are small, weak, and without
voluntary use. Its feet can not walk. Its hands have no skill. Its
lips can not speak. Its eyes see without per ceiving 5 its ears
hear without understanding. The universe into which it has come
lies around it wholly unseen and unknown. As we more carefully
study all this, two chief facts become dear First, this child is
but a germ it has not its destined growth. Second, it is ignorant
without acquired ideas. On these two facts rest the two notions of
education. l The development of powers. 2 The acquisition of
knowledge. The first is an unfolding of the faculties of body and
mind to full growth and strength the second is the furnishing of
the mind with the knowledge of things of the facts and truths known
to the human intelligence. vi Introduction Each of these two facts
the childs immaturity and its ignorancemight serve as a basis for a
science of educa tion. The first would include a study of the
faculties and powers of the human being, their order of development
and their laws of growth and action. The second would involve a
study of the various branches of knowledge and arts with their
relations to the faculties by which they are discovered, developed,
and perfected. Each of these sciences would necessarily draw into
sight and involve the other just as a study of powers involves a
knowledge of their products, and as a study of effects includes a
survey of causes...
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