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It is very possible for a teacher to be fluent in speech, earnest in manner, happy in his choice of illustration, and to be a very inefficient teacher, nevertheless. We are often apt to think it enough if we deliver a good lesson, and to forget that, after all, its value depends upon the degree in which it is really received and appropriated by the children. Now, in order to secure that what we teach shall really enter their minds, and be duly fixed and comprehended there, it is above all things necessary that we should be able to use effectively the important instrument of instruction to which our attention is now to be drawn. (en) |
