The Seven Laws of Teaching

by John Milton Gregory, CrossReach Publications (Editor)

This is a clear and simple statement of the important factors governing the art of teaching. It has been used with great success as a handbook for teachers in the church school. Its reprint is the result of the strong demand for this book for this purpose, as well as for textbook use for those who are preparing for religious teaching. Dr. John Milton Gregory was a Baptist minister and educator. Among the educational positions which he held during his long and useful lifetime head of the classical school in Detroit, Michigan; Michigan State Superintendent of Public Instruction; President of Kalamazoo College; President of the University of Illinois. The revisers of Gregory’s book on teaching, Dr. Bagley and Layton, were teachers in the School of Education of the University of Illinois. The author of this book, John Milton Gregory, was one of the educational leaders of the generation that has just passed from the stage. He was born at Sand Lake, in Rensselaer County, New York, on July 6th, 1822. His early training was obtained in the district schools and he became himself a district-school teacher at the age of seventeen. Three years later, apparently destined for the profession of law, he entered Union College at Schenectady, New York, but after graduating in 1846, he gave up the study of law to enter the ministry of the Baptist Church. His heart, however, was in teaching, and in 1852 he became head of a classical school in Detroit, Michigan. Almost immediately he was recognized as a leader in the educational councils of the state. He was active in the affairs of the State Teachers’ Association and was one of the founders and the first editor of the “Michigan Journal of Education.” His intimate knowledge of educational affairs and his popularity among the teachers led to his election in 1858 to the State superintendency of public instruction, an office to which he was twice reelected. He declined a fourth nomination in 1864 when, as president of Kalamazoo College, he entered upon a new phase of his career—the organization of institutions for higher education. In 1868, when the University of Illinois was established under the name, “Illinois State Industrial University,” Dr. Gregory was asked to undertake the organization of the new institution. His work for thirteen years in laying the foundation of one of the largest and strongest of the state universities gives him a secure place in the history of American education. After leaving the University of Illinois he served for some time as a member of the United States Civil Service Commission. The great work of his life, however, was the organization of the University, and just before he died in 1898 he asked that his body be laid to rest within the campus of the school for which he had done so much. This request was reverently complied with. Dr. Gregory’s book, “The Seven Laws of Teaching,” was first published it 1884. A clear and simple statement of the important factors governing the art of teaching, it has been especially successful as a handbook for Sunday school teachers. In recognition of Dr. Gregory’s great service to the University of Illinois, two members of the School of Education undertook the revision of the book which is here presented. CrossReach Publications

Genres: Education, Teaching, Nonfiction, Professional Development, Christian, Personal Development, Parenting

91 pages, Hardcover

First published December 12, 1886

About the author

Gregory was elected Superintendent of Public Instruction in Michigan in 1858, after several years spent as editor of the Michigan Journal of Education. After leaving office in 1864 he became the second president of Kalamazoo College from 1864 until 1867.

Gregory served as the president of the University of Illinois at Urbana-Champaign, from the university's founding in 1867 until his resignation in 1880. While Gregory credited Jonathan Baldwin Turner as the central figure in the university's establishment, Gregory, during his tenure as University of Illinois's first president, helped determine the direction of the university by advocating the presence of a classically based liberal arts curriculum in addition to the industrial and agricultural curriculum desired by the Illinois Industrial League and many state residents and lawmakers of the time.

One of Gregory's most important contributions to the development of the University of Illinois was his commitment to the education of women. In 1870 Gregory cast the deciding vote to admit women to the U of I, making Illinois the first university after the Civil War to admit women.

To keep this commitment to the education of women he hired Louisa C. Allen in 1874 to develop a program in domestic science. Although the experiment in domestic science would only last six years (1874-1880), it was the first domestic science degree program in higher education.

In 1886 Gregory authored his most well-known work: The Seven Laws of Teaching.

Reviews

[Trevor · Rating 4 out of 5]

There is a tendency to love new ideas and assume that ways of doing things in the past were not only different but also wrong. For example, in Harry Wong's The First Days Of School: How To Be An Effective Teacher he often mentions the ways teachers did things in the past and how harmful they were without actually giving examples of such practices or evidence that they were the prevailing way or the only way. But this isn't a review of Wong.

The Seven Laws of Teaching was first published in 1886. And yet Gregory's ideas feel very modern and fresh, emphasizing student-driven teaching and facilitating learning rather than transmitting knowledge. It goes to show that sometimes we're not as innovative as we think we are. It's also a really enjoyable and helpful book, though perhaps less practical than more modern books.

[Kristen · Rating 4 out of 5]

The Seven Laws of Teaching wonderfully summarizes timeless basic principles of teaching and learning. There is a great deal of wisdom and food for thought in this slim volume and I’d commend it to any teacher. At first, the laws seemed simple, but Gregory takes the observable, fundamental elements of the classroom and expounds them in ways that made me consider how I had used those elements in recent experiences teaching and writing curriculum. Like Gregory expresses in the sixth law, I was reproducing, verifying and applying the knowledge of his laws naturally and effectively. The Seven Laws of Teaching is a practical reminder of the structure that goes into planning and executing lessons and would be fruitful for any educator to read.

[Daniel Bouchoc · Rating 5 out of 5]

Excellent.

[Tommy Kraemer · Rating 5 out of 5]

I am giving this book five stars because it did exactly what it set out to do. Gregory provides a great vision for how teaching should look and how to do it effectively. He writes beautifully, makes many classical allusions which illustrate his points, and always provides practical actions for teachers to take. Even if you are not a teacher, this book would be valuable for anyone in a leadership role. Gregory’s principles and insight extend far beyond the classroom.

[Douglas Wilson · Rating 5 out of 5]

Not the unabridged version.

[David Withun · Rating 5 out of 5]

-

[Sophie · Rating 2 out of 5]

Maybe I’ve taken too many classes on modernism, but the underlying philosophy of this book just sits with me the wrong way. Gregory’s concluding sentence: “The study of these laws may not make every reader a perfect teacher; but the laws themselves, when fully observed in use, will produce their effects with the same certainty that the chemical laws generate the compounds of chemical elements, or that the laws of life produce the growth of the body.” That sentence makes me more than a bit nauseated.

That said, it seems like much of what Gregory has to say is helpful, even if deeply coloured by the mechanistic optimism of pre-World War I modernity. Perhaps it’s that it accidentally happens to hit the mark. At any rate, I don’t think we can say there are unchangeable laws about teaching which guarantee certain effects in people if we follow them. Given a proper theology, the world (and the human being!) is much more mysterious than that.

Certainly something to reflect on more though as I get into the nitty gritty of it all.

[Kyle Cox · Rating 3 out of 5]

The author intends to give the reader an understanding of the “laws” of teaching. Because of this you may not find earth shattering revelations in this work, but you can expect to be firmly grounded in good teaching principles.

[Katie · Rating 5 out of 5]

Gregory offers very practical guidelines for teachers to effectively teach their students. It will challenge you if you expect to arrive and recite a few facts and call it a day!

[Philip · Rating 4 out of 5]

Old-school. But the laws proposed here are timeless, no matter the methods. A descent summer reading choice for educators.

[Jordan Litts · Rating 5 out of 5]

Valuable.

[Jake Litwin · Rating 4 out of 5]

Listened to the audio version. Great information!

[David Shane · Rating 3 out of 5]

Originally published in 1884, and somehow feels like a "late 1800s" book to me - "the laws of good teaching are just as surely fixed as the laws of nature, and by golly we're going to figure them out!". (That isn't a quotation from the book, but rather the sense I received from it.) The seven laws offered by the author are:

1. The teacher must know that which he would teach.
2. The learner must attend with interest to the material to be learned.
3. The language used in teaching must be common to teacher and learner.
4. The truth to be taught must be learned through truth already known.
5. Excite and direct the self-activities of the pupil, and as a rule tell him nothing that he can learn himself.
6. The pupil must reproduce in his own mind the truth to be learned.
7. The completion, test and confirmation of the work of teaching must be made by review and application.

You might be thinking, "doesn't seem especially profound", but of course the author expands on all these points, and ends each chapter with practical tips for how to put the rules into practice, and common ways teachers mess them up. That said, I found good reminders in the book, but actually didn't find it to be especially profound... probably a good book for:

1. Brand-new teachers who think they just don't even know where to begin when it comes to good teaching and lesson planning. Here is where to begin (and, perhaps also end).

2. Groups of teachers, even mature teachers, to read and discuss together.

[June Baer · Rating 3 out of 5]

'This book is stupid'; upon a series of notes and questions and reviews answered in the study guide we were brain-beatedly dragging through.
Having succumbed to the fatigue that 5:55 a.m. mornings and 12:00 am nights had ordered.
'But I guess John Milton Gregory didn't know any better'.

Was it helpful? Somewhat.
Why did he need to repeat the same thing over so many times?
Why did he say things in 2 whole paragraphs that he could've done in 1 sentence?

We did do a university-level study guide of this book in 3.5 days, drawn out into long nights;
I found the whole thing to be basic common sense. But at times incredibly thought provoking, and quite articulate.
Otherwise,
"Much learning doth make one mad".

[Adam T. Calvert · Rating 5 out of 5]

This is without doubt the best book a teacher could read for practical knowledge of "how" to teach. I cannot recommend it highly enough to all teachers.

John Milton Gregory does a masterful job using simple enough, yet eloquent language to explain the philosophical concepts of the nature of education and the practical outworking of those concepts.

In my opinion, all teachers (and even coaches) would do well to read this book and apply the methods discussed.

[Tony Rogers Jr. · Rating 5 out of 5]

I came across this book by chance and I'm very happy that I did. Although primarily written for youth Sunday school teachers the laws are applicable to any form of teacher. Each chapter covers the philosophy of each law, tips to help the reader apply each law and also specific actions to avoid. I found each law to be practical, common sense and indispensable to the process of teaching. This is a book I will refer to often.

[Scientia · Rating 3 out of 5]

Comenius said, over two hundred years ago, "Most teachers sow plants instead of seeds; instead of proceeding from the simplest principles they introduce the pupil at once into a chaos of books and
miscellaneous studies".

As simple as they may seem, the guidelines in this book are filled with wisdom. It was an interesting read.

[Josiah DeGraaf · Rating 5 out of 5]

Probably the best book I've read on education. Gregory gets right to the point, makes astute observations, and is incredibly practical and helpful. Highly recommended.

Rating: 4.5-5 Stars (Excellent).

[Mystie Winckler · Rating 4 out of 5]

Own.

Series will be forthcoming on my blog.





Read in 2006 & 2004.

[Timothy Fluegge · Rating 4 out of 5]

Gregory's classic is a must-read for preachers, teachers and other public speakers. This book goes into my re-read que for future study.

[Crystal Laws · Rating 3 out of 5]

Not bad, but it's hard to be impressed with any writing on education after reading Charlotte Mason's works.

[Sean Bohnet · Rating 5 out of 5]

(1) The Law of the Teacher - A teacher must be one who knows the lesson or truth or art to be taught;

(2) The Law of the Learner - A learner is one who attends with interest to the lesson;

(3) The Law of the Language - The language used as a medium between teacher and learner must be common to both;

(4) The Law of the Lesson - The lesson to be mastered must be explicable in the terms of truth already known by the learner -- the unknown must be explained by means of the known;

(5) The Law of the Teaching Process - Teaching is arousing and using the pupil's mind to grasp the desired thought or to master the desired art;

(6) The Law of the Learning Process - Learning is thinking into one's own understanding a new idea or truth or working into habit a new art or skill;

(7) The Law of Review and Application - The test and proof of teaching done -- the finishing and fastening process -- must be a reviewing, rethinking, reknowing, reproducing, and applying of the material that has been taught, the knowledge and ideals and arts that have been communicated


- [ ] I used to be able to express everything I know, but now I know more than I am able to express
- [ ] Misunderstanding is dangerous
- [ ] When misunderstanding happens, there’s a break in the electrical line and you have to hunt it down and fix it. The difficulty with children is that they don’t express their inability to understand.

- [ ] Secure the attention of the student before you begin, regain it if it is lost, change the subject if it is waning
- [ ] Kindle the highest interest of the material to secure the highest interest of the student.
//
- [ ] Be the kind of teacher that your students would love.
- [ ] Know and love your subject.
- [ ] Teaching is taking infant (unknown/ignorant) to adulthood
//

[Sydney Beth · Rating 5 out of 5]

Five glorious stars.

If the dry title is off-putting, believe me that the book’s content is anything but. It was fantastic, and I would go as far as saying it should be read by all parents, whether homeschooling or not. In the latter’s case, it would still be a valuable guide to parents in choosing quality education for their children. In the former, priceless.

It should be required reading for all teachers (which includes preachers) everywhere.

The book also would benefit Sunday School teachers (or the like), with parts being directly written to them. If you are not a Christian, rest assured that much of the book is secular and applicable to your situation (though, in all honesty, you can never *truly* rest assured outside of God’s mercy, but I digress…).

I was convicted in good ways by this book and now have a plan of attack against my weaknesses it so bluntly pointed out. :)

Be sure to obtain a copy of his original or the newer publication by Veritas Press, copyrighted 2004 (I think Canon Press and maybe others have also published the unabridged since then). After his death in 1898, Milton’s words were heavily revised and secularized (removing references to Jesus Christ and the Word of God).

[Duncan Voyles · Rating 5 out of 5]

Excellent. I really enjoyed reading this. The book’s stated purpose is to “set forth, in a certain systematic order, the principles of the art of teaching.” It accomplishes this well. There is a lot of wisdom, and the book has strongly influenced my understanding of what teaching is and what’s necessary to do it well. It also does so artfully, coming in at 135 pages each of which is full of meaning and none of which depart or detract from the object of the book. I’m grateful I got to read it as I’m not sure I would’ve found it if it hadn’t been recommended. That said, 100% would recommend.

[Nathan Schrock · Rating 5 out of 5]

These seven principles together form a philosophy and methodology of education that requires the teacher to be very intentional and purposeful, very carefully directing the student in the acquisition of the subject to be learned. Very, very good.

[Jonathan Roberts · Rating 5 out of 5]

Really liked this book. I was pleased that I had bumbled into many of these laws over my 16 years of classroom teaching. And thankful only broke a few. But this is a good book with lots of wisdom and insight.

[Maggie · Rating 5 out of 5]

A must read (and then reread), for teachers AND parents. If you are thinking about learning, whether from the student’s or teacher’s perspective, this book will be an excellent kick in the pants for you.

[Tori Whitacre · Rating 4 out of 5]

A good book: I would recommend to any teacher. However, though he had some good principles, he was lacking in personal examples and experiences that would have brought the principles to life. But still worth reading.

[Debbie · Rating 4 out of 5]

I've read this book before but reading it again after having taught for awhile this book has a lot of valuable information and is a great review for a teacher as they begin their school year

[Emily · Rating 5 out of 5]

Excellent. Planning to review it before I write my thoughts.