Excerpt from The Principles and Practice of Continuation Teaching: A Manual of Principles and Teaching Methods Specially Adapted to the Requirements of Teachers in Commercial and Continuation Schools
In writing this book I have been conscious of two main purposes - to give inspiration and to give help. I have particularly remembered the reader for whom the text is primarily intended, and I have accordingly refrained from plunging too deeply in pedagogical theory and speculation, preferring that those who are interested should pursue their studied farther afield. At the same time I have endeavoured to offer some definite body of theoretical principles to those whose reading will, of choice or of necessity, be confined to the limits of these pages. Throughout, I have been mindful of things as they are - of the teacher as he is, and of the student as he is. As between "What is and what might be" I have felt that this book should primarily consider "what is"; that it should look things squarely in the face, and, as far as possible, give those who consult it a present help - help straightway directed to their immediate needs and circumstances. At the same time I cannot expect that the very definite expressions of opinion which I have allowed myself upon a very wide range of matters, will escape challenge or controversy: my justification is that I hope thereby to have stimulated in my readers an active, as distinguished from a merely passive, interest in educational questions. If I have in measure done this, I feel that to that extent, at least, my efforts will have proved successful.
I have endeavoured to make faithful acknowledgment of my indebtedness to particular authors of whose works I have availed in certain chapters, and if I have come short it is in the chapters on "Principles of Teaching based on Psychology," for much of which I have drawn upon Prof. James"s well-known writings, and "Aids to Teaching based upon some Principles of Logic," in which I have been equally indebted to Prof. Aitkins"s "The Principles of Logic." Those who know my propaganda work amongst Commercial Teachers will recognise in the chapter on "The Teacher and his Interests" a further plea for the consolidation and unifying of our scattered organisations. To those, and to all Commercial Teachers, I say "We must come together."
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