(The Seven Laws of
Teaching, John Milton Gregory, 2004, Veritas Press (unabridged))
“The lecture is useful in its place, but its place is small
in a school for children. It will be shown elsewhere that a too talkative
teacher is rarely a good teacher.” (77)
“…the awakening and setting in action the learner’s mind,
the arousing of his self-activities…knowledge cannot be passed from mind to
mind like apples from one basket to another, but must in every case by
re-cognized, rethought by the receiving mind.” (100)
“’Leave the pupil to discover the truth for himself—make him
a truth-finder’”. (101)
“…the true and only function of a teacher is to stimulate
and help the learner to do what he might otherwise do by himself and without a
teacher.” (102)
“It may be said that he teaches best who teaches least; or,
better still, he teaches most whose pupils learn most without his teaching.”
(103)
“…to assist the mind to shape and put forth its own
conceptions.” (103)
“The cautionary clause of our law which forbids giving too
much help to pupils will be needless to the teacher who clearly sees his proper
work, and who is eager only to get his pupil’s mind into free and vigorous
action…It is only the unskillful and self-seeking teacher who prefers to hear
his own voice in endless talk, rather than watch the working of his pupil’s
thoughts.” (114)
“Questioning is not, therefore, one of the modes of
teaching, it is the whole of teaching; it is the excitation of the
self-activities to their work of discovering truth, learning facts, knowing the
unknown.” (115)
“It is to form in his own mind, by the use of his own
powers, a complete and truthful conception or notion of the facts and truths in
the lesson…” (124)
“His constant aim should be to rise from being a learner at
other men’s feet, to become an independent searcher of truth for himself.”
(125)
“The learner shows higher work still when he begins to seek
the evidences of the statements which he studies. He who can give a reason for
the faith which is in him is a much better learner, as well as a stronger
believer, than the man who believes, he know not why. The true investigator
seeks proofs, and a large part of the work of a student of nature is to prove
the truths which he discovers.” (127)
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