THE SEVEN LAWS OF TEACHING
by John Milton Gregory

1. We must now pass from the side of the teacher to that of the learner. It has been seen that the teacher's work consists essentially in arousing and guiding the self-activities of the pupils. The pupils' work, which we are now to consider, is the use of those self-activities in studying. The laws of teaching and learning may seem at first to be only different aspects of the same law, but they are really quite distinct -- the one applying to the work of the instructor, the other to that of the one receiving the instruction. The law of the TEACHING PROCESS involves the means by which the self-activities are to be awakened; the law of the LEARNING PROCESS determines the manner in which these activities shall be employed.

2. If we observe a child as he studies, and note carefully what he does, we shall easily see that it is not merely an effort of the attention nor a vague and purposeless exertion of his powers, that is required of him. There is a clear and distinct act or process which we wish him to accomplish. [106] It is to form in his own mind, by the use of his own powers, a true concept of the facts or principles in the lesson. This is the purpose to which all the efforts of teacher and pupil must be directed. The law of the learning process may therefore be stated thus: THE PUPIL MUST REPRODUCE IN HIS OWN MIND THE TRUTH TO BE LEARNED.

3. With the laws previously discussed the teacher has been chiefly concerned; the law now before us concerns the pupil also. It brings into view the principles which must guide the student in his studying, and which it is the business of the instructor to emphasize and enforce. While telling the teacher how to teach, it also tells the pupil how to study.

THE PHILOSOPHY OF THE LAW

4. We have said that merely pouring out before pupils the content of the teacher's knowledge is not teaching. It should now be pointed out that true learning is not memorization and repetition of the words and ideas of the teacher. The work of education, contrary to common understanding, is much more the work of the pupil than of the teacher. This idea, which has been presented before in this discussion, is here reaffirmed as fundamental.

5. We must distinguish between the original discovery of a truth and learning it from others. Discovery is made by processes of original investigation and research which are usually slow, [107] tentative, and laborious. Learning comes by processes of interpretation, which may be easy and rapid. Still there is much in common; the learner rediscovers in part the material that he learns. No real learning is wholly a repetition of the thoughts of others. The discoverer borrows largely of facts known to others, and the student must add to what he studies from his own experience. His aim should be to become an independent searcher in the fields of knowledge, not merely a passive learner at the hands of others. Both the original investigator and the student must be seekers for new facts and principles, and both must aim to gain clear and distinct conceptions of them. It is indispensable that the student should become an investigator.

6. There are several phases of the learning process which should be carefully noted here in order that the full meaning of the law shall be seen and understood.

(1) A pupil is sometimes said to have learned the lesson when he has committed it to memory, and can repeat or recite it word for word. This is all that is attempted by many pupils, or required by such teachers as consider their work done if they can secure verbatim reproductions. Education would be cheap and easy if this were real learning and could be made to stay.

(2) It is an evident advance over the memorizing of words when the pupil has also an understanding [108] of the thought. It is so much better that many teachers are tempted to care only for the thought, and so to inform their pupils. There is a danger here, for in many cases, as in the teaching of the lessons in the Bible, it is important to know and to remember the words.

(3) It is still better when the pupil can translate the thought accurately into his own or other words without detriment to the meaning. The one who can do this has advanced beyond the work of mere learning, and has placed himself in the attitude of a discoverer. He has learned to deal with his own thoughts as well as the thoughts of others. The capable teacher will recognize this, and will pardon possible crudeness of expression, while he encourages the pupil to more accurate thinking as a means to more accurate language.

(4) The pupil shows still greater progress when he begins to seek evidence of the statements which he studies. The one who can give a reason for the things he believes is a better student as well as a stronger believer than the one who believes but does not know why. The real student seeks proofs, and a large part of the work of a student of nature is to prove the things which he discovers. The student of the Bible ought to seek to find out for himself if these things are so. Even the youngest pupils will take a stronger hold of the truth if they can see a reason for it. In searching for proof, the student [109] encounters much knowledge on the way, like the mountain climber who finds the landscape always widening around him. The particular problem with which he is engaged is seen to be a part of the great empire of truth.

(5) A still higher and more fruitful stage of learning is found in the study of the uses and applications of knowledge. No lesson is fully learned until it is traced to its connections with the great working machinery of nature and of life. Every fact has its relation to life, and every principle its applications, and until these are known, facts and principles are idle. The practical relations of truth, and the forces which lie behind all facts, are never really understood until we apply our knowledge to some of the practical purposes of life and of thought. The boy who finds a use for what he has learned in his lesson becomes doubly interested and successful in his school work. What was idle knowledge becomes practical wisdom.

7. The learning process is not completed until this last stage has been reached. The other steps aid in illumining the understanding of the pupils as they progress in their work, but our law of the learning process demands this final stage, and to this purpose the efforts of the teacher and the pupils must constantly be directed.

8. The earnest student will be enabled, by [110] means of these steps, to watch his own progress with his work. He can ask these questions: What does the lesson say? What is its meaning? How can I express this meaning in my own language? Do I believe what the lesson tells me, and why? What is the good of it -- how may I apply and use the knowledge which it gives?

9. It is true that many lessons are not learned with this comprehensive thoroughness, but this does not change the fact that no lesson is really learned until so understood and so mastered.

LIMITATIONS OF THE LAW

10. We should consider two limitations to this law of learning. The first has to do with the age of the pupils. It should be remembered that the mental activity of young children lies close to the senses. Their knowledge of a lesson will be largely confined to the facts which appeal to the eye, or which can be illustrated to the senses. A little later the desire of pupils for activity and for carrying on some active enterprise may profitably be utilized in their training. As maturity is approached, young people think more and more about reasons, and the lessons which will appeal most to them will be the ones which ask reasons and which give conclusions.

11. Another limitation is one concerned with the different fields of human knowledge. In each branch of knowledge there are distinct evidences and applications, and therefore the operation [111] of the law of the learning process will vary to meet conditions. The capable teacher will discover these differences, and will find the proper conditions of successful study of each.

12. Herman Krusi, one of the best of teachers because one of the most sympathetic students of childhood, said: "Every child that I have ever observed, during all my life, has passed through certain remarkable questioning periods which seem to originate from his inner being. After each had passed through the early time of lisping and stammering, into that of speaking, and had come to the questioning period, he repeated at every new phenomenon the question, 'What is that?' If for an answer he received the name of a thing, it completely satisfied him; he wished to know no more. After a number of months, a second state made its appearance, in which the child followed its first question with a second: 'What is there in it?' These questions had much interest for me, and I spent much reflection upon them. In the end it became clear to me that the child had struck out the right method for developing its thinking faculties." Krusi's questions belong chiefly to the first period of growth and education; in the later periods come other questions.

PRACTICAL RULES FOR TEACHERS AND LEARNERS

13. The rules which follow from this law are useful both for teacher and pupil.

(1) Help the pupil to form a clear idea of the work to be done.

(2) Warn him that the words of his lesson have been carefully chosen; that they may have peculiar meanings, which it may be important to find out.

(3) Show him that usually more things are implied than are said.

(4) Ask him to express, in his own words, the meaning of the lesson as he understands it, and to persist until he has the whole thought.

(5) Let the reason WHY be perpetually ASKED till the pupil is brought to feel that he is expected to give a reason for his opinions. But let him also clearly understand that reasons must vary with the nature of the material he is studying.

(6) Aim to make the pupil an independent investigator -- a student of nature and a seeker after truth. Cultivate in him the habit of research.

(7) Help him to test his conceptions to see that they reproduce the truth taught, as far as his powers permit.

(8) Seek constantly to develop in pupils a profound regard for truth as something noble and enduring.

(9) Teach the pupils to hate shams and sophistries and to shun them.

VIOLATIONS AND MISTAKES

14. The violations of this law of the learning process are perhaps the most common and most fatal of any in our school work. Since the work of learning is the very heart of school work, a failure here is a failure in all. Knowledge may be [113] placed before the pupils in endless profusion and in the most attractive guise; teachers may pour out instruction without stint, and lessons may be learned and recited under all the pressure of the most effective discipline and of the most urgent appeals; but if this law is not followed, the attainments will fall short of their mark. Some of the more common mistakes are these:

(1) The pupil is left in the twilight of an imperfect and fragmentary mastery by a failure to think it into clearness. The haste to go on often precludes time for thinking.

(2) The language of the textbook is so insisted upon that the pupil has no incentive to try his own power of expression. Thus he is taught to feel that the words are everything, the meaning nothing. Students often learn the demonstrations of geometry by heart, and do not suspect that there is any meaning in them.

(3) The failure to insist upon original thinking by the pupils is one of the most common faults of our schools.

(4) Frequently no reason is asked for the statements in the lesson, and none is given. The pupil believes what the book says, because the book says it.

(5) The practical applications are persistently neglected. That the lesson has a use, is the last thought to enter the minds of many pupils.

15. Nowhere are these faults in teaching more [114] frequent or more serious than in the Sunday school. "Always learning, but never able to come to a knowledge of the truth," tells the sad story of many a Sunday school class. If that class be taught as our law prescribes, the results might be very different.

1. Let us suppose the process of teaching to be completed. The teacher and the pupils have met and have done their work together. Language freighted with ideas and aided with illustrations has been spoken and understood. Knowledge has been thought into the minds of the pupils, and it lies there in greater or less completeness, to feed thought, to guide and modify conduct, and to form character. What more is needed? The teacher's work seems ended. But difficult work yet remains, perhaps the most difficult. All that has been accomplished lies hidden in the minds of the pupils, and lies there as a potency rather than as a possession. What process shall fix into active habits the thought-potencies which have been evolved? What influence shall mold into permanent ideals the conceptions that have been gained? It is for this final and finishing work that our seventh and last law provides. This law of the confirmation and ripening of results, may be expressed as follows: THE COMPLETION, TEST AND CONFIRMATION [116] OF THE WORK OF TEACHING MUST BE MADE BY REVIEW AND APPLICATION.

2. The statement of this law seeks to include the chief aims of the review: (1) to perfect knowledge, (2) to confirm knowledge, and (3) to render this knowledge ready and useful. These three aims, though distinct in idea, are so connected in fact as to be secured by the same process. It would be difficult to overstate the value and importance of this law of review. No time in teaching is spent more profitably than that spent in reviewing. Other things being equal, the ablest and most successful teacher is the one who secures from his pupils the most frequent, thorough, and interesting reviews.

THE PHILOSOPHY OF THE LAW

3. A review is more than a repetition. A machine may repeat a process, but only an intelligent agent can review it. The repetition done by a machine is a second movement precisely like the first; a repetition by the mind is the rethinking of a thought. It is necessarily a review. It is more: it involves fresh conceptions and new associations, and brings an increase of facility and power.

4. Reviews are of different grades of completeness and thoroughness, from the mere repetition of the words of lessons, or a rapid glance thrown back to some fact or phrase, to the most careful resurvey of the whole field -- the occupancy in full force of the ground of which the first study [117] was only a reconnaissance. The simplest reviews are mostly repetitions; the final and complete reviews should be thorough restudies of the lessons.

5. A partial review may embrace a single lesson, or it may include a single topic of the subject -- the development of a single fact or principle, the recall of some event, or of some difficult point or question. The complete review may be a cursory reviewing of the whole field in a few general questions, or it may be a full and final reconsideration of the whole ground. Each kind of review has its place and use. We shall see in our discussion that no teaching can be complete without the review, made either under the teacher's direction, or voluntarily by the pupil himself.

6. A new lesson or a fresh topic never reveals all of itself at first. It distracts the attention and its novelties may dazzle the mind. When we enter a strange house we do not know where to look for its several rooms, and the attention is drawn to a few of the more singular and conspicuous pieces of furniture or articles of decoration. We must return again and again, and resurvey the scene with eyes grown familiar to the place, before the whole plan of the building and the uses of all the rooms and their furniture will stand clearly revealed. So one must return again and again to a lesson if he would see all there is in it, and come to a true and vivid understanding of [188] its meaning. We have all noticed how much we find that is new and interesting in reading again some old and familiar volume.

7. Even in the best-studied book, we are often surprised to find fresh truths and new meanings in passages which we had read perhaps again and again. It is the ripest student of Shakespeare who finds the most freshness in the works of the great dramatist. The familiar eye discovers in any great masterpiece of art or literature touches of power and beauty which the casual observer cannot see. So a true review always adds something to the knowledge of the student who makes it.

8. Especially is this true of the Bible, of which the latest study is the richest and most interesting. Nothing more surprises or delights us in the great preachers than the new meanings they discover in old and familiar texts -- meanings which clearly are there, but which we had not found in our own reading. Sometimes these meanings are hidden in a word, and need perhaps only the right emphasis to reveal them; sometimes they lie close by the path and appear by some sidelight thrown skillfully upon them by the text. Repetition with varying emphasis often may bring to light these hidden meanings.

9. On one occasion at least, the Great Teacher resorted to this power of repetition, when three times in succession He asked Peter the question, [119] "Lovest thou me?" The heart of the disciple burned under this powerful iteration, and with memory and conscience quickened he appealed to the Master to witness to the truth of his questioned love.

10. But the repetitions of a review are not made the same hour. They are spread over days and weeks, and hence a new element is brought into play. The lapse of time changes the point of view. At every review we survey the lesson from a new standpoint. Its facts rise in a new order and are seen in new relations. Truths that were overshadowed in the first study now come forth into the light. When one climbs a mountain, from each successive outlook the eye visits again the same landscape, but the position of the observer is always changed. The features of the landscape are seen in different perspective, and each successive view is larger, more comprehensive, and more complete than its predecessor.

11. The human mind does not achieve its victories by a single effort. There is a sort of mental incubation as a result of which some splendid discovery oftentimes springs forth. The physiologists call it unconscious cerebration, by which they mean that the brain itself goes on working unknown to us. It is an easier explanation that the ever-growing mind reaches constantly new positions, and obtains new light by which a new truth [120] becomes visible. Some fresh experience or newly acquired idea serves as a key to the old lesson, and what was dark in the first study is made clear and bright in the review.

12. The old saying, "Beware of the man of one book," has this in it, that his repeated readings of his one book give him a mastery of the subject which makes him a dangerous antagonist in his chosen field. He shows the power conferred by frequent reviews.

13. Frequent repetitions are valuable to correct memorization and ready recall. Memory depends upon the association of ideas -- the idea in mind recalling the ideas with which it has been linked by some past association. Each review establishes new associations, while at the same time it familiarizes and strengthens the old. The lesson that is studied but once is likely learned only to be forgotten. That which is thoroughly and repeatedly reviewed is woven into the very fabric of our thoughts, and becomes a part of our equipment of knowledge. Not what a pupil has once learned and recited, but what he permanently remembers and uses is the correct measure of his achievement.

14. Not merely to know, but to have knowledge for use -- to possess it fully, like money for daily expenditures, or tools and materials for daily work -- such is the aim of true study. This readiness [121] of knowledge cannot be gained by a single study. Frequent and thorough reviews can alone give this firm hold and free handling of the truth. There is a skill in scholarship as well as in handicraft, and this skill in both cases depends upon habits; and habit is the child of repetition.

15. The plastic power of truth in shaping conduct and molding character belongs only to the truths which have become familiar by repetitions. Not the scamper of a passing child but the repeated tread of coming and going feet beats for us the paths of our daily life. If we would have any great truth sustain and control us, we must return to it so often that it will at last rise up in mind as a dictate of conscience, and pour its steady light upon every act and purpose with which it is concerned.

16. The well known influence of maxims and proverbs comes from the readiness with which they are remembered and recalled, and the power which they gather by repetition. The Scriptural texts which most influence us are those that have become familiar in use, and which arise in mind as occasions demand.

17. From all this it will be seen that the review is not simply an added excellence in teaching which may be dispensed with if time is lacking; it is one of the essential conditions of all true teaching. Not to review is to leave the work half [122] done. The law of review rests upon the laws of mind. The review may not always be made formally and with clear design, but no successful teaching was ever done in which the review in some form, either by direction of the teacher or by the private impulse of the learner, did not take place -- the revisiting and repetition of the lesson that had been learned. The "line upon line and precept upon precept" rule of the Bible is a recognition of this truth.

18. The processes of review must necessarily vary with the subject of study, and also with the age and advancement of the pupils. With very young pupils the review can be little more than simple repetition; with older pupils, the review will be a thoughtful restudy of the ground to gain deeper understanding.

19. A principle in mathematics may be reviewed with fresh applications and problems. A scientific principle may be fixed by the study or analysis of a fresh specimen, or by additional facts in support of the same principle. A chapter in history may be restudied with fresh questions calling for a fresh view, or by comparing it with the new statements of another author. A scriptural truth will be reviewed by a new application to the heart and conscience or to the judgment of the duties and events of the life.

20. In the Bible more than in any other book [123] are reviews needful and valuable. Not only does the Bible most require and most repay repeated study, but most of all ought Bible knowledge to be familiar to us. Its words and precepts should rest clear and precise in the thought as the dictates of duty.

21. Any exercise may serve as a review which recalls the material to be reviewed. One of the best and most practical forms of review is the calling up of any fact or truth learned and applying it to some use. Nothing so fixes it in the memory or gives such a grasp of it to the understanding. Thus the multiplication table may be learned by orderly repetitions of its successive factors and products, but its frequent review and use in daily computations alone give us that perfect mastery of it which makes it come without call. So in that largest, most wonderful, and most perfect acquisition of the human mind -- the thousands of wholly artificial word-signs and idioms of the mother tongue. -- nothing but the ceaseless repetitions and reviews of daily use could so imbed them in the memory and so work them into the habitudes of the mind that they come with the ideas that they symbolize and keep pace with the swift movements of thought itself, as if a natural part of the thinking process.

22. The ready skill of artisans and professional men in recalling instantaneously the principles and [124] processes of their arts or professions is the product of the countless repetitions of daily practice. This kind of review is available in all cases where the pupil can be called upon to apply the material learned to the solution of common problems, the conduct of any process, or the performance of any series of acts. The art of the teacher, in this work, lies in the stating of questions which shall properly make use of the material to be reviewed.

23. The use of handwork in review ought by no means to be neglected. The hand is itself a capable teacher, and few reviews are more effective than those which are aided by the hand. Witness the power and value of laboratory work, now so common in all scientific study.

24. The request for the pupils to bring lists of persons, objects, places, etc., mentioned in the lessons, for tabular statements of facts or events, for maps, plans, or drawings of places or things, or for short written statements or answers, will be of valuable assistance in reviewing.

PRACTICAL RULES FOR TEACHERS

25. Among the many practical rules for review, the following are some of the most useful:

(1) Consider reviews as always in order.

(2) Have set times for review. At the beginning of each period review briefly the preceding lesson.

(3) At the close of each lesson, glance backward at the ground which has been covered. Almost every good lesson closes with a summary. It is well to have the pupils know that any one of them may be called upon to summarize the lesson at the close of the class period.

(4) After five or six lessons, or at the close of a topic, take a review from the beginning. The best teachers give about one-third of each period to purpose of review. Thus they make haste slowly but progress surely.

(5) Whenever a reference to former lessons can profitably be made, the opportunity thus afforded to bring old knowledge into fresh light should be seized.

(6) All new lessons should be made to bring into review and application the material of former lessons.

(7) Make the first review as soon as practicable after the lesson is first learned.

(8) In order to make reviews easily and rapidly, the teacher should hold in mind the material that has been learned, in large units or blocks, ready for instant use. He is thus able to begin at any time an impromptu review in any part of the field. The pupils, seeing that the teacher thinks it worth while to remember and recall what has been studied, will desire to do the same, and will be ambitious to be ready to meet his questions.

(9) New questions on old lessons, new illustrations for old texts, new proof for old statements, new applications of old truths, will often [126] send the pupil back with fresh interest to his old material, thus affording a profitable review.

(10) The final review, which should never be omitted, should be searching, comprehensive, and masterful, grouping the different topics of the subject as on a map, and aiding the pupil to a familiar mastery of the material which he has learned.

(11) FIND AS MANY APPLICATIONS AS POSSIBLE. Every thoughtful application involves a useful and effective review.

(12) Do not forget the value of handwork in review.

(13) Do not forget the value of handwork on the material of previous lessons. Let this be done frequently; the pupils will soon learn to come to their classes with questions ready to ask, and with ready answers for other questions.

VIOLATIONS AND MISTAKES

26. The common and almost constant violations of this law of teaching are well known to every one. But the disastrous violations are known only to those who have considered thoughtfully the inadequate and stinted outcomes of much of our laborious and costly teaching. The lack of proper review is not by any means the sole cause of failure; however, a wider and more thorough use of the principle of review would go far to remedy the evils from other causes. We pour water into broken cisterns; good reviews might not at once increase the quantity of water which goes in, but they would stop the leaks.

(1) The first violation of the law is the total neglect of review. This is the folly of the utterly poor teacher.

(2) The second is the wholly inadequate review. This is the fault of the hurried and impatient teacher who is often more concerned with getting through the work of the term or semester than making the work the pupils' own.

(3) The third mistake is that of delaying all review work until the end of the semester or term, when, the material of the course being largely forgotten, the review amounts to little more than a poor relearning, with little interest and less value.

(4) The fourth error is that of making the review merely a process of lifeless and colorless repetition of questions and answers and often the very questions and answers which were originally used. This is a review in name only.

27. The law of review in its full force and philosophy requires that there shall be fresh vision -- a clear rethinking and reusing of the material which has been learned, which shall be related to the first study as the finishing touches of the artist to his first sketches.

CONCLUSION

28. We have now finished our discussion of the seven laws of teaching. If we have succeeded in our purpose, our readers have seen: FIRST, the true [128] teacher, equipped with the knowledge he wishes to communicate; SECOND, the pupil, with attention fixed and interest aroused eager to pursue his studies; THIRD, the true medium of communication between the two -- a language clear, simple, and easily understood by both; FOURTH, the true lesson, the knowledge or experience to be communicated. These four, the actors and the machinery of the drama, have been shown in action, giving, FIFTH, the true teaching process, the teacher arousing and directing the self-activities of the pupils; SIXTH, the true learning process, the pupils reproducing in their own thought, step by step -- first in mere outline and finally in full and finished conception -- the lesson to be learned; and SEVENTH, the true review, testing, correcting, completing, connecting, confirming, and applying the subject studied. In all this there has been seen only the working of the great natural laws of mind and truth effecting and governing that complex process by which a human intelligence gains possession of knowledge. The study of these laws may not make of every reader a perfect teacher; but the laws themselves, when fully observed in use, will produce their effects with the same certainty that chemical laws generate the compounds of chemical elements, or that the laws of life produce the growth of the body.

[End of THE SEVEN LAWS OF TEACHING by John Milton Gregory.]

July 1994 [abridged January 1996 for Project Gutenberg release]

THE SEVEN LAWS OF TEACHING by John Milton Gregory was one of my textbooks in seminary at the Atlanta School of Biblical Studies in a class in Christian Education, and I consider it to be a tremendous resource for teachers in churches, private schools and for homeschoolers. However, I believe that its applicability is much wider than a restrictively religious environment. The author was a Christian who worked and wrote in a society which functioned within a generally Christian world-view that recognized "absolutes" and which considered that the function of education included the transmission of a body of information (facts) and also the development of the capacities of the student to continue throughout life as a thinking and learning responsible person.

I commend to all educators the reading of this book, in whatever media available, and hope that it will be re-included as a resource for the training of educators even in non-religious settings. The fact that the author includes in his writing references to religion and morals, and includes Biblical allusions and illustrations should not invalidate the insights of a tremendously influential mind of the nineteenth century.

Much "modern" education has moved away from content-oriented teaching to the process of socializing and molding students into uncritical and controllable "world citizens." To such social engineers, the concepts of this book will no doubt be anathema. To Humanists and Skinnerians, I commend the reading of this book anyway, even if only for the purpose of arguing with its "outmoded" concepts (which are still strongly influencing a very effective stream of "alternative education"). The alarming decrease of language and math skills in American public schools is a strong indicator that something is badly wrong with the prevailing educational practices and philosophy in our country. Dr. Gregory's work is a pretty good statement of the educational philosophy "from whence we have fallen". Perhaps even a "secular" reevaluation of his concepts can bring about an institutional "repentance." This is my hope.

In editing this book into digital media (actually rekeying it on my 32K TRS-80 Model 100 Portable Computer, rearranged with the Dvorak Simplified Keyboard), I find that my late-twentieth-century sensitivities to gender-related language have been twigged, but I have refrained from all but the most minimal of "editing." This was the way people talked back then, and the masculine bias in their language was not intended to exclude female teachers or students. I judge that an attempt to "update" the book's language or illustrations would be a waste of effort: Gregory stands in the setting of his own time, and that is a part of his great value.

Gregory's book in print-media is public domain, and I choose to refrain from claiming a copyright on this edition. As long as the printed book is available, I recommend that my straight-ASCII version be used as an easily searchable (and easily sharable) onscreen resource. Instead of printing it out, just buy the book.

I'm committed to continue producing ASCII-editions of good books which I hope to be able to release in freely distributable form. Since I was a teen, I have spent much of my time working with children, teens and people who are limited in their understanding of English, and I am committed to being a "teacher", whether I have that job-title or not. I frankly solicit copies of "Reading Lists" used by homeschoolers, private schools or public schools, (preferably) in ASCII as email, or email me for my current mailing address. If you know of books in the public domain or which the owners are willing to distribute freely in digital media which would be worthwhile additions to an educational digital library, I ask you to contact me and tell me of your interests.

Clyde C. Price, Jr. Internet: 76616.3452@compuserve.com

End of Gregory's THE SEVEN LAWS OF TEACHING file_id.diz John Milton Gregory, THE SEVEN LAWS OF TEACHING, a valuable and practical "classic" on education, "required reading" for Sunday-School teachers & other educators. Public domain etext.