This book, as the name suggest, is intended for the young teacher, the beginner, and to serve as an introduction to longer and much bulkier treatises. The principle running through the book is that the teacher makes his own method with advice from this text. Advice and not prescription is the purpose of this book. The book is designed to help the teacher concentrate his attention upon acquiring craftsmanship in teaching, which implies a great deal more than technique. To give him tools and impart the skill to handle them well with economy of effort. Young teachers will find in this book means to construct their own philosophy of education. The careful study of this treatise shall be found to be quite useful, not only because it will help improve teacher's efficiency, but also because it helps in making the work of teaching interesting, tempering the dullness of inevitable routine with the spirit of adventure.

Table of Contents:
Chap. I : INTRODUCTORY : The purpose of the book-The young teacher and craftsmanship in teaching-Implications of the idea of craftsmanship-The teacher's reflections on the meaning of his profession-Why teach?-Views on the aims of education-Subordination of theory to the practice of craftsmanship for the beginner-Problems of curriculum not to be discussed-Good craftsmanship a worthy aim Chap. II : THE YOUNG TEACHER : The teaching profession and its task-No occasion for diffidence in the beginner-Excess of self-confidence to be avoided-The beginner must train himself-He must review his own store of knowledge-What if he is to teach unfamiliar subjects ?-He must be ready to learn from his class-Safeguards against a wrong attitude to his class : a sense of humour and the power of self-criticism-Personal qualities of the teacher-The teacher's voice and speech-Style in teaching Chap. III : THE PUPIL : The teacher must know the persons he teaches-Should he study formal psychology?-Difficultly of modern psychology formidable-The beginner is already a psychologist in the making-Psychological terms in common use-Misconceptions arising from the loose use of terms like thinking, interest, instinct-Observation of very young children specially necessary-Importance now laid upon early years-Warnings against repression and fear-The meaning of play-Two generalisations now accepted : the child as growing organism, and differences in rates of progress-Individuals and classes under observation-The "dunce" and his treatment-Mental deficiency Chap. IV : CONSIDERATIONS OF HEALTH : The teacher and school hygiene-The classroom : ventilation, heating, and lighting-Children with weak sight and hearing-Sitting positions-Signs of ill-health and detection of fatigue-Special precautions in small classes against over-stimulation-The teacher's own health Chap. V : DISCIPLINE : Necessity of class control-Discipline cannot be kept at second hand-It is more than decorum-Methods of combating inattention and disorder-The freer discipline in classes of young children-The discipline of mere restraint of no permanent value-Discipline beyond the school walls-Children prefer order to disorder-Reticence as one means of control-The teacher's preparedness and mastery of his subject as another-Special difficulties in small classes-The time-table and discipline-The discipline of learning-Corporal punishment and other penalties-Competition Chap. VI : GENERAL PRINCIPLES OF TEACHING-I : Three essentials of teaching : knowledge, method and discipline-Method loosely used : not a ritual-Every teacher has his own method, but broad principles to be kept in mind-The "matter" and "method" of older manuals-The matter of the lesson, how far given, and how far at the teacher's discretion-Arrangement of matter : "units of method", steps in teaching-Mistakes of beginners : overloading of lessons, choice of unsuitable material-One clear and successful lesson not enough-Necessity for recapitulation and revision-Tedious introductions to lessons Chap. VII : GENERAL PRINCIPLES OF TEACHING-II : Two types of method contrasted : the teacher hearing a lesson and the teacher giving a lesson-Defects of both as extremes : the right co-operation of teacher and class-The accusation of "talk and chalk" : the place and function of the collective lesson-The teacher's choice of language : language too simple or too difficult : technical terms and their place-Questioning, general rules-Different objects of questioning, examination questions and teaching questions-Dealing with answers-Questions from the class-The Spencerian principles-Procedure from simple to complex, from known to unknown, from particular to general, from concrete to abstract-How far useful?-Craftsmanship and technique-Technique and style Chap. VIII : STAGES IN EDUCATION : Scope of succeeding chapters : methods of teaching-The "Suggestions" of the Board of Education-The two main stages in school life : primary and secondary or post-primary-The primary stage and the acquisition of the tools of learning-Useful further division of the primary stage-The introduction to school life-Present day procedure in the early years at school; contrast with older procedure-Individual methods-Madame Montessori-The transition to the later primary stage : a sudden break to be avoided-Characteristics of the later primary stage : acquisition of formal knowledge-Class instruction and individual methods-The post-primary stage Chap. IX : THE CURRICULUM : THE MOTHER TONGUE : The "three R’s" as now understood-The Mother tongue-Speech in various aspects-The speech of pupils : Speech defects-Training in good English pronunciation-Dialect : Regional good English the aim-Correction of grammatical errors. Reading. Discussion of the alphabetic, phonic and "look and say" methods-Importance of the syllable in all-Reading from books-Reading aloud and the reading lesson-Appreciation of literature-Recitation-Reading for enjoyment and information-Importance of training in the use of books-Composition. Wrong conceptions of composition-Oral composition : the place of stories-Oral and written composition should be a natural mode of expression-What the teacher should look for, clearness and accuracy of description-Imaginative composition-Spelling : for most a mechanical art : should be taught and practised as such. Importance of the syllable-Dictation, its purpose and use-The bad speller-Grammar. Views on the place of grammar. To be learnt by examples and not by definitions-How classes may be interested in the structure of the language they speak-Dangers of pedantry Chap. X : ARITHMETIC AND MATHEMATICS : Early lessons in number-Individual methods-Importance of thorough knowledge of first 10 numbers-After this, number from 1-100-Recording answers-The multiplication table-The work of the primary stage-Arithmetic text book-Mental and written arithmetic-Place of the demonstration lesson-Necessity for constant revision-Concrete and visual arithmetic-Importance of thorough knowledge of place value of digits in notation-Importance of accurate statement-Practical arithmetic in fractions and decimals-Relations between accurate computation and understanding of the theory of arithmetic Chap. XI : HISTORY, GEOGRAPHY, SCIENCE : Foundations of these subjects in the early years-Children's appetite for miscellaneous knowledge : how this should be utilised in school-Stories, talks, observations, and occasional object and information lessons-History. No general agreement on definite methods of teaching-Beginner will usually have to follow the syllabus given-Dates-Importance of vivid narrative-The contribution of the class-Local history-The "Play Way" in history-Geography : Lines of treatment generally agreed upon-Lessons in youngest classes-General aim in the primary stage to build up sound geographical knowledge, not to train scientific geographers-Suggested treatment of "Australia" in a course-The active help of the class-Elementary Science : Difficulty of defining the scope in the primary stage-Object lessons-Nature study-Aim of the course to satisfy children's natural curiosity as to the world around them-Natural history and easy science-The contribution of the class-The class museum-Apparatus to be simple and inexpensive Chap. XII : LANGUAGES : Living languages : the traditional method and the Direct method-Suggestions for combining the two-Constructing a French lesson for beginners-Importance of thorough knowledge of grammar-French conversation-Latin : "Howlers" in Latin-Pupils to feel that Latin makes sense-Reading Latin in the Latin order of words-Aids to the memory in Latin grammar-Correction of exercises-Constant revision necessary Chap. XIII : PREPARATION AND EXAMINATIONS : Preparing lessons and hearing lessons-Homework : purpose of each task to be clear-Preparation in schools with no homework-Correction of exercises and the object of correction-The pupil to be trained to criticise and correct his own work-Correction of composition-Examinations : Two kinds of tests, occasional and recapitulation tests, and full dress examinations-Marking examination papers-Interpreting the results of a full dress examination-Graphs-Is examination necessarily harmful?-The right use of the competitive spirit Chap. XIV : INSTRUCTION AND EDUCATION : Craftsmanship in a wider sense-Education much more than instruction-No technique of education-Positive value of instruction in the training of character-In what "character" consists. The ethos of the school-The teacher's responsibility, its reality and its limits Chap. XV : ACTIVITY IN LEARNING : How knowledge is to be built into the mind-Learning by doing-School : a place of disciplined activity-The self-activity of the pupil-Right use of the natural activity of children-Purpose in drudgery-Activity in various subjects-Acquisition of skill-Handwriting : aims-legibility, speed and beauty of form-Place of print-script-Cultivation of beauty-Drawing-Danger of over-direction-The teacher's task-Music-What all teachers should be able to teach-Specialist teaching-Choice of songs-Handwork, as a medium of instruction-Purpose and value of handwork Chap. XVI : BOOKS TO CONSULT : SOME SUGGESTIONS : The teacher's reading-He should follow his line of interest-Books suggested on General Principles of Education, on Psychology, on Methods of Teaching, on the Teaching of Young Children, on the History of Education, and on Health and Physical Training