AND THE SCHOOL· BY CHAUNCEY P. COLGROVE, A.M., Sc.D. HEAD OF THE DEPARTMENT OF PROFESSIONAL INSTRUCTION IN THE IOWA STATE TO MY WIFE, Emma Ridley Colgrove, forMERLY PROFESSOR OF HISTORY IN THE IOWA STATE TEACHERS COLLEGE, WHOSE HELP AND SYMPATHY HAVE BEEN MY CONSTANT ENCOURAGEMENT, THIS BOOK IS AFFECTIONATELY DEDICATED OF THE UNIVERSITY OF CALIFORNIA PREFACE EVERY human being ought to aspire to become something, to be somebody, to do some useful work, to earn an honest living. It is taken for granted that the readers of this book are either teachers, or those who aspire to become such. For those who assume that teachers are born, not made, or believe themselves to be teachers "by the grace of God" through some process of pedagogical predestination, this book has no message. These pages are written for those who desire to become good teachers and always better teachers. Youth is no crime, and inexperience is no disgrace; but youth that does not aspire, and age that has not learned from experience are both a disgrace and a crime. All instruction involves both learning and teaching, and there are three elements that always enter into these processes: (1) The subject-matter to be taught; (2) the consciousness and self-activity of the pupil; (3) the preparation and personality of the teacher. To be a real teacher one must make preparation along three main lines. Teachers must know what they teach, how to teach, and whom they teach. Scholarship, professional training, and a knowledge of children are, therefore, essential to success as a teacher. "In place of the |