I. What is Teaching? II. The Art of Questioning III. The Difference between Teaching and Training IV. Modes of Hearing Recitations V. On Observing a Proper Order in the Development of the Mental Faculties VI. Teaching Children what they do not Understand VII. Cultivating the Memory in Youth VIII. Knowledge before Memory IX. Power of Words X. The Study of Language XI. Cultivating the Voice XII. Eyes XIII. Errors of the Cave XIV. Men of One Idea XV. A Talent for Teaching XVI. Teaching Power XVII. Growing XVIII. Loving the Children XIX. Gaining the Affections of the Scholars XX. The Obedience of Children XXI. Rarey as an Educator XXII. A Boarding-School Experience XXIII. Phrenology XXIV. Normal Schools XXV. Practice-Teaching XXVI. Attention as a Mental Faculty, and as a Means of Mental Culture XXVII. Gaining the Attention XXVIII. Counsels: 1. To a Young Teacher; 2. To a New Pupil; 3. To a Young Lady on leaving School; 4. To a Pupil on Entering a Normal School XXIX. An Argument for Common Schools XXX. What is Education? IN THE SCHOOL-ROOM. I. WHAT IS TEACHING? 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.