on of
ideals, and the fixing of permanent interests so that he shall become
a clean, intelligent, self-supporting member of society, who has the
power to govern himself, can participate in noble enjoyments, and has
the desire and the courage to revere God and serve his fellows."

Teaching does not merely consist of an inquisition of questions with
appropriate answers thrown in; it surely is not mere reading; nor can it
be mistaken for preaching or lecturing. These are all means that may be
employed in the process of teaching. And they are important, too. We
have been cautioned much, of late years, not to lose ourselves in the
process of doling out facts--but that rather we should occupy ourselves
teaching boys and girls. That all sounds well--the writer of these
lessons has himself proclaimed this doctrine--but we have discovered
that you cannot teach boys and girls _nothing_. They no more can be
happy _listening_ to _nothing_ than they can be content _doing nothing_.

And so we now urge the significance of having a rich supply of subject
matter--a substantial content of lesson material. But the doctrine holds
that the teacher ought not to lose himself in mere facts--they are
merely the medium through which he arrives at, and drives home the
truth.

"It is the teacher's task to make changes for the better in the
abilities, habits and attitudes of boys and girls. Her efficiency can
be evaluated fairly only in terms of her success at this task. In
other words, if a teacher is rated at all, she should be rated not
only by the clothes she wears, or the method she chooses, but by the
results she secures."--_Journal of Educational Research_, May, 1920.

We have said that teaching is a complex art. It consists of at least
these eight fundamentals, each one of which, or any combination of
which, may be featured in any one particular lesson:

1. Presentation of facts.
2. Organization and evaluation of knowledge.
3. Interpretation and elaboration of truth.
4. Inspiration to high ideals.
5. Encouragement and direction given to expression.
6. Discovery of pupils' better selves.
7. Inspiration of example as well as precept.
8. Application of truths taught in lives of the pupils.

I. PRESENTATION OF FACTS

Facts constitute the background upon which the mind operates. There may
be many or few--they may be presented in a lecture of thirty minutes, in
the reading of a dozen pages