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.
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