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Excerpt from The Art of Teaching Young Minds to Observe and Think: Fully Illustrated by Sketches and Notes of Lessons
4. The subject of the lesson, and in its place, each point (if the subject, should be placed as quickly and as distinctly as possible before the mind of the children. Generally this is best done by having prepared beforehand a few questions, each of which embraces one point of the lesson, and which are put in their turn as so many problems to be worked out. But whatever mode is adopted there ought to be no round about introduction under the false notion that it is the best way to excite interest. There is nothing gained either to teacher or children by beating about the bush. The more distinctly each topic is placed before the class, the better directed will be the efforts to master it. The children ought also to be distinctly conscious, when one division of a lesson is worked out, and another introduced; otherwise, while the teacher is advancing the u ils lag behind. It requires some skill in placing a topic before the class so that the exact conclusion is not antici ated, or the children may get the expression but not the ing. There are also two ways of.
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This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
4. The subject of the lesson, and in its place, each point (if the subject, should be placed as quickly and as distinctly as possible before the mind of the children. Generally this is best done by having prepared beforehand a few questions, each of which embraces one point of the lesson, and which are put in their turn as so many problems to be worked out. But whatever mode is adopted there ought to be no round about introduction under the false notion that it is the best way to excite interest. There is nothing gained either to teacher or children by beating about the bush. The more distinctly each topic is placed before the class, the better directed will be the efforts to master it. The children ought also to be distinctly conscious, when one division of a lesson is worked out, and another introduced; otherwise, while the teacher is advancing the u ils lag behind. It requires some skill in placing a topic before the class so that the exact conclusion is not antici ated, or the children may get the expression but not the ing. There are also two ways of.
About the Publisher
Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.comwww.forgottenbooks.com
This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Paperback, 222 pages
Published May 25th 2018 by Forgotten Books (first published September 12th 2013)
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John Gill (1697 - 1771)
Was an English Baptist pastor, biblical scholar, and theologian who held to a firm Calvinistic soteriology. Born in Kettering, Northamptonshire, he attended Kettering Grammar School where he mastered the Latin classics and learned Greek by age 11. He continued self-study in everything from logic to Hebrew, his love for the latter remaining throughout his life.His first pastoral work was as an intern assisting John Davis at Higham Ferrers in 1718 at age 21. He became pastor at the Strict Baptist church at Goat Yard Chapel, Horsleydown, Southwark in 1719. His pastorate lasted 51 years. In 1757 his congregation needed larger premises and moved to a Carter Lane, St. Olave's Street, Southwark. This Baptist church was once pastored by Benjamin Keach and would later become the New Park Street Chapel and then the Metropolitan Tabernacle pastored by Charles Spurgeon. During Gill's ministry, the church strongly supported the preaching of George Whitefield at nearby Kennington Common.
John Gill was an English Baptist, biblical scholar, "Jehovist", and held to a staunch Calvinistic Soteriology. Born in Kettering, Northamptonshire, he attended Kettering Grammar School where he mastered the Latin classics and learned Greek by age 11. He continued self-study in everything from logic to Hebrew, his love for the latter remaining throughout his life.
At the age of about 12, Gill heard a sermon from his pastor, William Wallis, on the text, "And the Lord called unto Adam, and said unto him, where art thou?" (Genesis 3:9). The message stayed with Gill and eventually led to his conversion. It was not until seven years later that he made a public profession when he was 18.
His first pastoral work was as an intern assisting John Davis at Higham Ferrers in 1718 at age 21. He became pastor at the Strict Baptist church at Goat Yard Chapel, Horsleydown, Southwark in 1719. His pastorate lasted 51 years. In 1757 his congregation needed larger premises and moved to a Carter Lane, St. Olave’s Street, Southwark. This Baptist church was once pastored by Benjamin Keach and would later become the New Park Street Chapel and then the Metropolitan Tabernacle pastored by Charles Spurgeon.
In 1748, Gill was awarded the honorary degree of Doctor of Divinity by the University of Aberdeen. He was a profound scholar and a prolific author, publishing many works.
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