,principles of ,teaching ,,by ,,adam ,s4 ,,bennion ,superintendent of ,church ,schools ,designed for ,quorum ,instructors and ,auxiliary ,class ,teachers of the ,church of ,jesus ,christ of ,latter-day ,saints4 ,published by ,,the ,,general ,,boards ,,of ,,the ,,auxiliary ,,organizations ,,of ,,the ,,church #aiba #aieb ,reprint of the original ,,fundamental ,,problems ,,in ,,teaching ,,religion ,copyright1 #aiba ,by ,adam ,s4 ,bennion ,for the ,general ,boards of the ,auxiliary ,organizations of the ,church ,,preface to the #aieb ,edition ,two texts have been written for the teacher training program of the ,church of ,jesus ,christ of ,latter-day ,saints since ,dr4 ,adam ,s4 ,bennion's ,book ,principles of ,teaching was published1 yet in spite of the fact that this book has been out of print several years so many requests for it have poured in that the ,general ,superintendency has decided to satisfy the demand with this new edition4 ,this book with its classic qualities in many ways fits ,shakespeare's description of a beautiful woman when he said1 ,age cannot wither her nor custom dim her infinite variety4 ,anyone who knows ,dr4 ,bennion or has read his writings knows that neither custom nor age has dimmed his infinite variety4 ,furthermore1 a glance at the table of contents of this book will reveal the fact that the problems and principles treated herein are just as real today as they were when the text was written4 ,this little volume is republished in the hope that it again will become one of the basic texts in the teacher training program and fulfill its mission as an instrument in the hands of sincere people who have the devout wish of learning how to teach the principles of the gospel by the power of the ,holy ,spirit4 ,h4,a4 ,dixon1 ,chairman ,teacher ,training ,committee ,contents ,chapter ,page ,preface vii ,i ,purposes ,behind ,teaching #a ,,ii ,what ,is ,teaching8 #g ,,iii ,the ,joys of ,teaching #ad ,,iv ,personality #bj ,v ,personality #bf ,,vi ,attainment #cc ,,vii ,native ,tendencies #dj ,,viii ,what to ,do ,with ,native ,tendencies #df ,,ix ,individual ,differences #ec ,x ,individual ,differences and ,teaching #fa ,,xi ,attention #fh ,,xii ,what ,makes for ,interest #gd ,,xiii ,a ,laboratory ,lesson in ,interest #hj ,,xiv ,the ,more ,immediate ,problems in ,teaching #hh ,,xv ,organizing the ,lesson #if ,,xvi ,illustrating and ,supplementing a ,lesson #ajc ,,xvii ,the ,aim #aaa ,,xviii ,application #aaf ,,xix ,methods of the ,recitation #abf ,,xx ,review and ,preview #acd ,,xxi ,the ,question as a ,factor in ,education #adb ,,xxii ,the ,problem of ,discipline #adi ,,xxiii ,creating ,class ,spirit #aeg ,,xxiv ,conversion--,the ,real ,test of ,teaching #afd ,bibliography #aga ,preface ,that ever-old question1 ,how to ,teach1 becomes ever new when made to read1 ,how to ,teach ,better4 ,this volume aims to raise those problems which every teacher sooner or later faces1 and it attempts to suggest an approach by way of solution which will insure at least some degree of growth towards efficiency4 ,these chapters originally were prepared for the course offered to teacher-trainers in the ,summer ,school of the ,brigham ,young ,university1 in #aibj4 ,the teachers in that course were an inspiration to the author and are responsible for many of the thoughts expressed in the pages of this book4 ,the successful teacher ever views his calling as an opportunity--not as an obligation4 ,to associate with young people is a rare privilege2 to teach them is an inspiration2 to lead them into the glorious truths of the ,gospel of ,jesus ,christ is heavenly joy itself4 ,this little volume hopes to push open the door of opportunity a little wider1 that more of that joy may be realized4 ,perchance1 in heaven1 one day to me ,some blessed ,saint will come and say1 ',all hail1 beloved2 but for thee ,my soul to death had fallen a prey'2 ,and oh6 what rapture in the thought1 ,one soul to glory to have brought4 ,,adam ,s4 ,,bennion4 ,,chapter ,i ,,purposes ,,behind ,,teaching ,,outline--,,chapter ,i ,the worth of souls4--,the ,father's joy in the soul that is saved4--,the teacher's responsibility4--,teaching1 a sacred calling4--,our ,church a teaching ,church4 ,our three-fold purpose in ,teaching3 a--,to guarantee salvation of the individual members of the ,church4 b--,to pass on the wonderful heritage handed down by our pioneer forefathers4 c--,to make more easily possible the conversion of the world4 ,remember the worth of souls is great in the sight of ,god2 ,for1 behold1 the ,lord your ,redeemer suffered death in the flesh2 wherefore he suffered the pain of all men1 that all men might repent and come unto him4 ,and he hath risen again from the dead1 that he might bring all men unto him1 on conditions of repentance2 ,and how great is his joy in the soul that repenteth4 ,wherefore1 you are called to cry repentance unto this people2 ,and if it so be that you should labor all your days in crying repentance unto his people1 and bring1 save it be one soul unto me1 how great shall be your joy with him in the kingdom of my ,father8 ,and now1 if your joy will be great with one soul that you have brought unto me into the kingdom of my ,father1 how great will be your joy if you should bring many souls unto me8 7,doc4 ,cov41 ,sec4 #ah3aj-af47 ,for behold1 this is my work and my glory--to bring to pass the immortality and eternal life of man4 7,moses #a3ci47 ,if this is the work and glory of the ,lord1 how great must be the responsibility of the teachers of ,zion1 ,his copartners in the business of saving humankind6 ,next to parenthood1 teaching involves us in the most sacred relationship known to man4 ,the teacher akin to the parent is the steward of human souls--his purpose to bless and to elevate4 ,the first great question that should concern the ,latter-day ,saint teacher is1 ,why do ,i teach8 ,to appreciate fully the real purposes behind teaching is the first great guarantee of success4 ,for teaching is no mere job--it is a sacred calling--a trust of the ,lord ,himself under the divine injunction1 ,feed my sheep 7,john #ba3ae74 ,for the teacher who has caught a glimpse of his real responsibility there is no indifference1 no eleventh-hour preparation1 no feeling of unconcern about the welfare of his pupils between lessons--for him there is constant inspiration in the thought1 ,to me is given the privilege of being the cupbearer between the ,master and ,his children who would drink at ,his fountain of truth4 ,the ,church of ,jesus ,christ of ,latter-day ,saints has been variously designated by those not of us3 ,the ,great ,industrial ,church1 ,the ,church of ,pioneers1 ,the ,church of ,wonderful ,organization4 ,it might well be called ,the ,teaching ,church4 ,there is scarcely a man or woman in it that has not at some time been asked to respond to the call of teacher4 ,our people have been a remarkable people because they have been remarkably taught--taught of the ,lord and ,his prophets4 ,our future can be secure only as it is guaranteed this same good teaching4 ,every teacher must come to realize that ,mormonism is at stake when he teaches4 ,why do ,i teach8 goes to the very heart of teaching4 ,the answer to this question is to be found1 in part at least1 in the three-fold objectives of our ,church4 ,first1 the salvation and exaltation of the individual soul4 ,as already pointed out1 this is the very work and glory of the ,father4 ,man is born into the world a child of divinity--born for the purpose of development and perfection4 ,life is the great laboratory in which he works out his experiment of eternity4 ,in potentiality1 a ,god--in actuality1 a creature of heredity1 environment1 and teaching4 ,why do ,i teach8 ,to help someone else realize his divinity--to assist him to become all that he might become--to make of him what he might not be but for my teaching4 ,someone has jocularly said3 ,the child is born into the world half angel1 half imp4 ,the imp develops naturally1 the angel has to be cultivated4 ,the teacher is the great cultivator of souls4 ,whether we say the child is half angel and half imp1 we know that he is capable of doing both good and evil and that he develops character as he practices virtue and avoids vice4 ,we know1 too1 that he mentally develops4 ,born with the capacity to do1 he behaves to his own blessing or condemnation4 ,there is no such thing as static life4 ,to the teacher is given the privilege of pointing to the higher life4 ,he is the gardener in the garden of life4 ,his task is to plant and to cultivate the flowers of noble thoughts and deeds rather than to let the human soul grow up to weeds4 ,this purpose becomes all the more significant when we realize that the effects of our teaching are not only to modify a life here of three-score and ten--they are impressions attendant throughout eternity4 ,as the poet ,goethe has said1 ,life is the childhood of our immortality1 and the teachings of childhood are what determine the character of maturity4 ,the thought is given additional emphasis in the beautiful little poem1 ,planting1 by ,w4 ,lomax ,childress3 ,who plants a tree may live ,to see its leaves unfold1 ,the greenness of its summer garb1 ,its autumn tinge of gold4 ,who plants a flower may live ,to see its beauty grow1 ,the lily whiten on its stalk1 ,the rambler rose to blow4 ,who sows the seed may find ,the field of harvest fair1 ,the song of reapers ringing clear1 ,when all the sheaves are there4 ,but time will fell the tree1 ,the rose will fade and die1 ,the harvest time will pass away1 ,as does the song and sigh4 ,but whoso plants in love1 ,the word of hope and trust1 ,shall find it still alive with ,god-- ,it is not made of dust4 ,it cannot fade nor change1 ,though worlds may scattered be1 ,for love alone has high repose ,in immortality4 ,if the teacher1 as he stands before his class1 could project his vision into the future--could see his pupils developed into manhood and womanhood1 and could see all that he might do or fail to do1 he would read a meaning well-nigh beyond comprehension into the question1 ,why do ,i teach8 ,a second answer to this query lies in our obligation to pass on the wonderful heritage which we here received from our pioneer forefathers4 ,the story of their sacrifice1 devotion1 and achievement is unique in the history of the world4 ,only recently a pioneer of #aheb thrilled a parents' class in one of our wards with the simple narrative of his early experiences4 ,his account of ,indian raids1 of the experience with ,johnston's army1 of privations and suffering1 of social pastimes--all of these things rang with a spirit of romance4 ,none of his auditors will ever forget the story of his aunt who gave up her seat in her wagon to a sick friend for whom no provision had been made1 and trudged across the plains afoot that one more soul might rejoice in ,zion4 ,every pioneer can tell this sort of thrilling story4 ,could our young people enjoy the companionship of these pioneers there would be little need of alarm concerning their faith4 ,unfortunately1 each year sees fewer of these pioneers left to tell their story4 ,it is to the teacher1 both of the fireside and the classroom1 that we must look for the perpetuation of the spirit of '#dg4 ,the ideals and achievements of the pioneers are such an inspiration1 such a challenge to the youth of the ,church today--that teachers ought to glory in the opportunity to keep alive the memories of the past4 ,our pioneer heritage ought never to be forfeited to indifference4 ,it is a heritage that could come only out of pioneer life4 ,such courage to face sacrifice1 such devotion to ,god1 such loyalty to government1 such consecration to the task of conquering an unpromising and forbidding desert1 such determination to secure the advantages of education1 such unselfish devotion to the welfare of their fellows--where could we turn for such inspiration to one who would teach8 ,nor is it enough that we strive to perfect the individual membership of the ,church and preserve the social heritage out of the past--we assume to become the teachers of the world4 ,it is our blessing to belong to a ,church built upon revelation--a ,church established and taught of the ,lord4 ,but with that blessing comes the injunction to carry this gospel of the kingdom to every nation and clime4 ,mormonism was not revealed for a few ,saints alone who were to establish ,zion--it was to be proclaimed to all the world4 ,every ,latter-day ,saint is enjoined to teach the truth4 ,whether called as a missionary1 or pursuing his regular calling at home1 his privilege and his obligation is to cry repentance and preach the plan of salvation4 ,the better we teach1 the sooner we shall make possible the realization of ,god's purposes in the world4 ,the two thousand young men and women who go out each year to represent us in the ministry should go out well trained1 not only that they may represent our ,church as an institution which believes that the glory of ,god is intelligence1 but also that they may win intelligent men and women to the truth4 ,only he who is well taught may become a good teacher--hence the need of intelligent1 devoted service4 ,why do ,i teach8 far from being an idle question1 goes to the very heart of the future of the ,church4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,i #a4 ,how many of the members of your ward are actively engaged in other than parental teaching8 #b4 ,what significance is attached to calling our ,church a teaching ,church8 #c4 ,discuss the significance of ,jesus' being a teacher4 #d4 ,compare the responsibility of teaching with that of parenthood4 #e4 ,enumerate the chief purposes behind teaching4 #f4 ,in your opinion1 which is the greatest purpose8 ,why8 #g4 ,to what extent does the following statement apply to the welfare of our ,church3 ,that nation that does not revere its past1 plays little part in the present1 and soon finds that it has no future4 #h4 ,discuss our obligation under the injunction to teach the gospel to the world4 #i4 ,discuss the need here at home of better teaching4 #aj4 ,in what sense are we trustees of the heritage left by the pioneers8 ,,helpful ,,references ,doctrine ,covenants3 ,james1 ,talks on ,psychology and ,life's ,ideals2 ,brumbaugh1 ,the ,making of a ,teacher2 ,weigle1 ,talks to ,sunday ,school ,teachers2 ,strayer1 ,a ,brief ,course in the ,teaching ,process2 ,betts1 ,how to ,teach ,religion2 ,strayer and ,norsworthy1 ,how to ,teach2 ,sharp1 ,education for ,character4 ,,chapter ,,ii ,,what ,,is ,,teaching8 ,,outline--,,chapter ,,ii ,teaching a complex art4--,what teaching is not4--,what teaching is4--,what it involves4--,presentation of facts4--,organization and evaluation of knowledge4--,interpretation and elaboration of truth4--,inspiration to high ideals4--,encouragement and direction given to expression4--,discovery of pupils' better selves4--,inspiration of example as well as precept4--,application of truths taught in lives of pupils4 ,the query1 ,what constitutes teaching8 cannot be answered off-hand4 ,it is so complex an art1 so fine an art1 as ,professor ,driggs points out1 that it has to be pondered to be understood and appreciated4 ,it is often considered to be mere lesson-hearing and lesson-giving4 ,the difference between mere instructions and teaching is as great as the distinction between eating and digestion4 ,the following definition of teaching1 contributed by a former state superintendent of schools1 is rich in suggestion3 ,teaching is the process of training an individual through the formation of habits1 the acquisition of knowledge1 the inculcation of ideals1 and the fixing of permanent interests so that he shall become a clean1 intelligent1 self-supporting member of society1 who has the power to govern himself1 can participate in noble enjoyments1 and has the desire and the courage to revere ,god and serve his fellows4 ,teaching does not merely consist of an inquisition of questions with appropriate answers thrown in2 it surely is not mere reading2 nor can it be mistaken for preaching or lecturing4 ,these are all means that may be employed in the process of teaching4 ,and they are important1 too4 ,we have been cautioned much1 of late years1 not to lose ourselves in the process of doling out facts--but that rather we should occupy ourselves teaching boys and girls4 ,that all sounds well--the writer of these lessons has himself proclaimed this doctrine--but we have discovered that you cannot teach boys and girls nothing4 ,they no more can be happy listening to nothing than they can be content doing nothing4 ,and so we now urge the significance of having a rich supply of subject matter--a substantial content of lesson material4 ,but the doctrine holds that the teacher ought not to lose himself in mere facts--they are merely the medium through which he arrives at1 and drives home the truth4 ,it is the teacher's task to make changes for the better in the abilities1 habits and attitudes of boys and girls4 ,her efficiency can be evaluated fairly only in terms of her success at this task4 ,in other words1 if a teacher is rated at all1 she should be rated not only by the clothes she wears1 or the method she chooses1 but by the results she secures4--,journal of ,educational ,research1 ,may1 #aibj4 ,we have said that teaching is a complex art4 ,it consists of at least these eight fundamentals1 each one of which1 or any combination of which1 may be featured in any one particular lesson3 #a4 ,presentation of facts4 #b4 ,organization and evaluation of knowledge4 #c4 ,interpretation and elaboration of truth4 #d4 ,inspiration to high ideals4 #e4 ,encouragement and direction given to expression4 #f4 ,discovery of pupils' better selves4 #g4 ,inspiration of example as well as precept4 #h4 ,application of truths taught in lives of the pupils4 ,i4 ,,presentation ,,of ,,facts ,facts constitute the background upon which the mind operates4 ,there may be many or few--they may be presented in a lecture of thirty minutes1 in the reading of a dozen pages1 or they may be called forth out of the mind by a single stimulating question4 ,but we ought not to confuse the issue4 ,if we are to discuss any matter in the hope of reaching a conclusion in truth1 we must have material upon which the mind can build that conclusion4 ,we are not concerned in this chapter with method of procedure in getting the facts before a class--the important thought here is that the facts in rich abundance should be supplied4 ,a certain young lady protested recently against going to ,sunday ,school4 ,her explanation of her attitude is best expressed in her own words3 ,i get sick and tired of going to a class where ,i never hear anything new or worth while4 ,exaggerated1 of course1 but students are crying for bread1 and ought not to be turned away with a stone4 ,,ii4 ,,organization ,,and ,,evaluation ,,of ,,knowledge ,we have hinted that a lesson may not have facts enough to justify the time it takes--there is1 on the other hand1 danger that the whole time of the class may be consumed in a mere rehearsal of facts as facts4 ,only recently a significant complaint was voiced by a young man who has gone through training in practically all of our organizations4 ,i don't seem to know anything at all1 he said1 about the history of ,israel1 as a whole4 ,i can recall certain isolated facts about particular persons or places1 but ,i can't give any intelligent answer at all to such questions as these3 ,who were the ,israelites8 ,what were their big movements relative to the ,promised ,land8 ,what is the history of ,israel up to the time of the ,savior8 ,what is their history subsequently8 ,are we of ,israel and how8 ,the young man was not complaining--he merely regretted his ignorance on points of vital interest4 ,he was in need of further organization of the knowledge he had4 ,he had not been given the big central ideas about which to build the minor ones4 ,relative importance had not been taught him through that organized review that is so valuable in review4 ,the teacher ought to come back time and again to pause on the big essentials--the peaks of gospel teaching4 ,,iii4 ,,interpretation ,,and ,,elaboration ,,of ,,truth ,it is really surprising how many various notions of an idea will be carried away by the members of a class from a single declaration on the part of a teacher4 ,a phase of a subject may be presented which links up with a particular experience of one of the pupils4 ,to him there is only one interpretation4 ,to another pupil the phase of the subject presented might make no appeal at all1 or linked up with a different experience might lead to an entirely different conclusion4 ,truths need to be elaborated and interpreted from all possible angles--all possible phases should be developed4 ,an interesting discussion recently took place with a young man who had gone off on a pet doctrinal theory4 ,his whole conception built itself up about a single passage of scripture4 ,satisfied with a single notion1 he had shut his eyes to all else and knew that he was right4 ,properly to be taught1 he needed to be trained to suspend his judgment until all the evidence was in4 ,,iv4 ,,inspiration ,,to ,,high ,,ideals ,men and women like to be carried to the heights4 ,they like to be lifted out of their lower selves into what they may become4 ,it is the teacher's delight to let his class stand tip-toe on the facts of subject matter to peep into the glories of the gospel plan of life and salvation4 ,in #aijc ,sanford ,bell1 of the ,university of ,colorado1 reported the results of a survey conducted with #edc men and #dhh women to ascertain whether they liked male or female teachers better and just what it was that made them like those teachers who had meant most in their lives4 ,the survey showed that the following influences stood out in the order named3 ,moral uplift4 ,inspiration4 ,stimulus to intellectual awakening4 ,spur to scholarship4 ,help in getting a firm grip on the vital issues of life4 ,personal kindness4 ,encouragement in crises4 ,what a testimonial to the force of inspiration to higher ideals6 ,v4 ,,encouragement ,,and ,,direction ,,given ,,to ,,pupils' ,,expression ,most pupils in class are ordinarily inclined to sit silently by and let someone else do the talking4 ,and yet1 everyone enjoys participating in a lesson when once the ice is broken4 ,it is the teacher's task first of all to create an atmosphere of easy expression and then later to help make that expression adequate and effective4 ,the bishop of one of our wards in southern ,utah declared1 not long ago1 that he traced the beginning of his testimony back to a ,primary lesson in which a skillful teacher led him to commit himself very enthusiastically to the notion that the ,lord does answer prayers4 ,he said he defended the proposition so vigorously that he set about to make sure from experience that he was right4 ,the details of securing this expression will be more fully worked out in the chapter on ,methods of the ,recitation4 ,,vi4 ,,discovery ,,of ,,pupils' ,,better ,,selves ,one of the most fascinating problems in teaching is to come to know the real nature of our pupils--to get below surface appearances to the very boy himself4 ,most of the work of solving this problem necessarily must be done out of class4 ,such intimate knowledge is the result of personal contact when no barriers of class recitation interfere4 ,it involves time and effort1 of course1 but it is really the key to genuine teaching4 ,it makes possible what we have named as factor number eight1 which may be disposed of here for present purposes4 ,we read of bygone days largely because in them we hope to find a solution to the problems of ,jimmie ,livingston today4 ,how can we effect the solution if all that we know of ,jimmie is that he is one of our fifteen scouts8 ,we must see him in action1 must associate with him as he encounters his problems1 if we would help him solve them4 ,our discovery of our pupils' better selves1 and intelligent application1 go together hand in hand4 ,,vii4 ,,inspiration ,,of ,,example ,,as ,,well ,,as ,,precept ,when ,emerson declared1 ,what you are thunders so loudly in my ears that ,i can't hear what you say1 he sounded a mighty note to teachers4 ,hundreds of boys and girls have been stimulated to better lives by the desire to be like teacher4 ,come1 follow me1 is the great password to the calling of teacher4 ,the teacher conducts a class on ,sunday morning--he really teaches all during the week4 ,when ,elbert ,hubbard added his new commandment1 ,remember the week-days1 to keep them holy1 he must have had teachers in mind4 ,a student in one of our ,church schools was once heard to say1 ,my teacher teaches me more religion by the way he plays basketball than by the way he teaches theology4 ,it was what ,jesus did that made him ,savior of the world4 ,he was the greatest teacher because he was the greatest man4 ,surely teaching is a complex art6 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,ii #a4 ,what is teaching8 #b4 ,why is it essential that we get a clear conception of just what teaching is8 #c4 ,discuss the importance of building the recitation upon a good foundation of facts4 #d4 ,why are facts alone not a guarantee of a successful recitation8 #e4 ,what is the teacher's obligation in the matter of organizing knowledge8 #f4 ,discuss the significance of teaching as an interpretation of truth4 #g4 ,discuss the teacher's obligation to discover pupils' better selves4 #h4 ,what is the relative importance of expression and impression in teaching8 ,,helpful ,,references ,betts1 ,how to ,teach ,religion2 ,gregory1 ,the ,seven ,laws of ,teaching2 ,thorndike1 ,principles of ,teaching2 ,brumbaugh1 ,the ,making of a ,teacher2 ,strayer and ,norsworthy1 ,how to ,teach4 ,,chapter ,,iii ,,the ,,joys ,,of ,,teaching ,,outline--,,chapter ,,iii ,the ,joys that attend ,teaching3 ,enrichment of the spirit4--,guarantee of the teacher's own growth and development4--,restraining and uplifting influence on the moral character of the teacher4--,satisfaction that attends seeing pupils develop4--,inspirational companionship4--,contentment that attaches to duty done4--,outpouring of the blessings of the ,lord4 ,chapters one and two emphasized the thought that the purposes behind teaching impose a sacred obligation on the part of those who aspire to teach4 ,but lest the obligation appear burdensome1 let us remind ourselves that compensation is one of the great laws of life4 ,to him who gives shall be given applies to teaching as to few other things4 ,verily he who loses his life finds it4 ,the devotion of the real teacher1 though it involves labor1 anxiety and sacrifice1 is repaid ten-fold4 ,only he who has fully given himself in service to others can appreciate the joy that attends teaching--particularly that teaching enjoined upon us by the ,master and which is its own recompense4 ,it is difficult to enumerate all of the blessings that attend the service of the teacher1 but let us consider a few that stand out pre-eminently4 ,if there were none other than this first one it would justify all that is done in the name of teaching2 namely1 the enrichment of spirit4 ,there is a spirit in man3 and the inspiration of the ,almighty giveth them understanding4 ,to feel the thrill of that inspiration is a compensation beyond price4 ,the ,lord1 having commanded us to teach 7see ,sec4 #hh3gg-ha1 ,doc4 ,cov471 has followed the command with the promise of a blessing1 one of the richest in all scripture4 ,for thus saith the ,lord1 ,i1 the ,lord1 am merciful and gracious unto those who fear me1 and delight to honor those who serve me in righteousness and in truth unto the end2 ,great shall be their reward and eternal shall be their glory2 ,and to them will ,i reveal all mysteries1 yea1 all the hidden mysteries of my kingdom from days of old1 and for ages to come will ,i make known unto them the good pleasure of my will concerning all things pertaining to my kingdom2 ,yea1 even the wonders of eternity shall they know1 and things to come will ,i show them1 even the things of many generations2 ,and their wisdom shall be great1 and their understanding reach to heaven3 and before them the wisdom of the wise shall perish1 and the understanding of the prudent shall come to naught2 ,for by my ,spirit will ,i enlighten them1 and by my power will ,i make known unto them the secrets of my will2 yea1 even those things which eye has not seen1 nor ear heard1 nor yet entered into the heart of man4 7,doc4 ,cov4 #gf3e-aj47 ,this constitutes a promissory note signed by our heavenly ,father ,himself4 ,a blessing beyond compare--a dividend unfailing--and our only investment--devoted service6 ,companionship with the ,spirit of the ,lord6 ,that is what it means1 if we serve ,him in faith and humility4 ,be thou humble1 and the ,lord thy ,god shall lead thee by the hand1 and give thee answer to thy prayers4 7,doc4 ,cov41 ,sec4 #aab3aj47 ,like all other gifts and attainments1 the ,spirit of the ,lord has to be cultivated4 ,teaching insures a cultivation as few other things in life can4 ,an enriched spirit1 then1 is the first great reward of the teacher4 ,a second satisfaction is the guarantee of one's own growth and development4 ,teachers invariably declare that they have learned more1 especially in the first year of teaching1 than in any year at college4 ,a consciousness of the fact that it is hard to teach that which is not well known incites that type of study which makes for growth4 ,a good class is a great pace-setter4 ,intellectually it has the pull of achievement4 ,the real teacher always is the greatest student in the class4 ,the drive of having a regular task to perform1 especially when that task is checked up as it is by students1 leads many a person to a development unknown to him who is free to slide4 ,blessed is he who has to do things4 ,responsibility is the great force that builds character4 ,compare the relative development of the person who spends ,tuesday evening at home with the evening paper1 or at some other pastime1 and of the person who1 having accepted fully the call to teach1 leads a class of truth-seekers through an hour's discussion of some vital subject4 ,follow the development through the ,tuesday evenings of a lifetime4 ,how easy to understand that there are varying degrees of glory hereafter4 ,a third value of teaching lies in the fact that the position of teacher exercises a restraining influence for good on the moral life of the teacher4 ,he is sustained by a consciousness that his conduct is his only evidence to his pupils that his practice is consistent with his theory4 ,his class follows him in emulation or in criticism in all that he does4 ,come1 follow me1 lifts the real teacher over the pitfalls of temptation4 ,he cannot do forbidden work on the ,sabbath1 he cannot indulge in the use of tobacco1 he cannot stoop to folly--his class stands between him and all these things4 ,a teacher recently gave expression to the value of this restraining force when she said1 ,i urge my girls so vigorously not to go to the movies on ,sunday that ,i find my conscience in rebellion if anyone asks me to go4 ,many a man in attempting to convert another to the righteousness of a particular issue has found himself to be his own best convert4 ,he comes to appreciate the fact that the trail he establishes is the path followed by those whom he influences4 ,he hears the voice of the child as recorded in the little poem3 ,i ,,stepped ,,in ,,your ,,steps ,,all ,,the ,,way ,a father and his tiny son ,crossed a rough street one stormy day1 ',see papa6' cried the little one1 ',i stepped in your steps all the way6' ,ah1 random1 childish hands1 that deal ,quick thrusts no coat of proof could stay6 ,it touched him with the touch of steel-- ',i stepped in your steps all the way6' ,if this man shirks his manhood's due ,and heeds what lying voices say1 ,it is not one who falls1 but two1 ',i stepped in your steps all the way6' ,but they who thrust off greed and fear1 ,who love and watch1 who toil and pray1 ,how their hearts carol when they say1 ',i stepped in your steps all the way6' ,still another joy that attends teaching is the satisfaction of seeing pupils develop4 ,the sculptor finds real happiness in watching his clay take on the form and expression of his model2 the artist glories as his colors grow into life2 the parent finds supreme joy in seeing himself re-grow in his child2 so the teacher delights to see his pupils build their lives on the truths he has taught4 ,the joy is doubly sweet if it is heightened by an expression of appreciation on the part of the pupils4 ,few experiences can bring the thrill of real happiness that comes to the teacher when a former student1 once perhaps a little inclined to mischief or carelessness1 takes him by the hand with a ,god bless you for helping me find my better self4 ,an officer of the ,british army1 in recounting those experiences which had come to him in the recent world war1 and which he said he never could forget1 referred to one which more than compensated him for all the effort he had ever put into his preparation for teaching4 ,because of his position in the army it became his duty to discipline a group of boys for what in the army is a serious offense4 ,in that group was a boy who had formerly been a pupil under the officer in one of our ward organizations4 ,chagrin was stamped on the face of the boy as he came forward for reprimand4 ,regret and remorse were in the heart of the officer4 ,they soon gave way to pride1 however1 as the boy assured him that worse than any punishment was the humiliation of being brought before his own teacher1 and he further assured him that never again would he do a thing that would mar the sacred relations of pupil and teacher4 ,a further compensation attached to teaching is that of inspirational companionship4 ,it is a blessed privilege to enjoy the sunshine of youth4 ,every pupil contributes an association with one of ,god's choice spirits4 ,to live and work with children and adolescents is one of the finest of safeguards against old age4 ,the teacher not only partakes of the joy of his group--they constitute him a link between his generation and theirs4 ,their newness of life1 their optimism1 their spontaneity1 their joy1 they gladly pass on to their teacher4 ,moreover1 the teacher enjoys the uplifting associations of his fellow teachers4 ,among those consecrated to a noble service1 there is a spirit unknown to him who has not enjoyed such communion4 ,whether he is conscious of it or not1 the teacher responds to the pull of such a group4 ,scores of teachers have testified that the associations they have enjoyed as members of a local board1 stake board1 or general board1 are among the happiest of their lives4 ,and finally there is the contentment of mind that comes as a result of a duty well done4 ,the human soul is so constituted that any task well performed brings a feeling of satisfaction1 and this is doubly heightened when the duty performed is of the nature of a free will offering4 ,still more so when it is shared in by others to their blessing4 ,just as we hope for an eventual crowning under the blessing1 ,well done1 thou good and faithful servant1 so we treasure those benedictions along the way that attend the discharge of a sacred obligation4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,iii #a4 ,quote some of the promises of the ,lord to those who do ,his will4 #b4 ,how is teaching one of the surest guarantees of the blessings of eternal life8 #c4 ,what are the immediate joys attached to teaching8 #d4 ,discuss the application to teaching of the truth--,he who loses his life shall find it4 #e4 ,what types of companionship are assured him who teaches8 #f4 ,as you now recall them1 what distinct pleasures stand out in your teaching experience8 #g4 ,discuss ,section #gf of the ,doctrine ,covenants as one of the most valuable promissory notes ever given to mankind4 #h4 ,discuss the force of a duty done as a guarantee of joy4 ,,helpful ,,references ,doctrine and ,covenants3 ,slattery1 ,living ,teachers2 ,sharp1 ,education for ,character2 ,weigle1 ,talks to ,sunday ,school ,teachers2 ,betts1 ,how to ,teach ,religion4 ,,chapter ,,iv ,,personality ,,outline--,,chapter ,,iv ,the worth of a great teacher4--,good teachers not necessarily born4--,some boys' observations on teachers4--,a high school survey4--,clapp's ,essential ,characteristics4--,betts' ,three ,classes of ,teachers4--,his list of qualities4 ,a great teacher is worth more to a state1 though he teach by the roadside1 than a faculty of mediocrities housed in ,gothic piles4--,chicago ,tribune1 ,september1 #aiai4 ,we may stress the sacred obligation of the teacher2 we may discuss in detail mechanical processes involved in lesson preparation2 we may analyze child nature in all of its complexity2 but after all we come back to the ,personality of the ,teacher as the great outstanding factor in pedagogical success4 ,that something in the man that grips people6 ,very generally this ,personal ,equation has been looked upon as a certain indefinable possession enjoyed by the favored few4 ,in a certain sense this is true4 ,personality is largely inherent in the individual and therefore differs as fully as do individuals4 ,but of recent years educators have carried on extensive investigations in this field of personality and have succeeded in reducing to comprehensible terms those qualities which seem to be most responsible for achievements of successful teachers4 ,observation leads us all to similar deductions and constitutes one of the most interesting experiments open to those concerned with the teaching process4 ,why1 with the same amount of preparation1 does one teacher succeed with a class over which another has no control at all8 ,why is it that one class is crowded each week1 while another adjourns for lack of membership8 ,the writer a short time ago1 after addressing the members of a ward ,m4,i4,a41 asked a group of scouts to remain after the meeting1 to whom he put the question1 ,what is it that you like or dislike in teachers8 ,the group was a thoroughly typical group--real boys1 full of life and equally full of frankness4 ,they contributed the following replies3 #a4 ,we like a fellow that's full of pep4 #b4 ,we like a fellow that doesn't preach all the time4 #c4 ,we like a fellow that makes us be good4 #d4 ,we like a fellow that tells us new things4 ,boylike1 they were strong for pep--a little word with a big significance4 ,vigor1 enthusiasm1 sense of humor1 attack1 forcefulness--all of these qualities are summed up in these three letters4 ,and the interesting thing is that while the boys liked to be told new things1 they didn't want to be preached at4 ,they evidently had the boy's idea of preaching who characterized it as1 talking a lot when you haven't anything to say4 ,still more interesting is the fact that boys like to be made to be good4 ,in spite of their fun and their seeming indifference they really are serious in a desire to subscribe to the laws of order that make progress possible4 ,a principal of the ,granite ,high ,school carried on an investigation through a period of four years to ascertain just what it is that students like in teachers4 ,during those years students set down various attributes and qualities1 which are summarized below just as they were given3 ,desirable ,characteristics ,congeniality4 ,broadmindedness4 ,wide knowledge4 ,personality that makes discipline easy4 ,willingness to entertain questions4 ,realization that students need help4 ,sense of humor--ability to take a joke4 ,optimism--cheerfulness4 ,sympathy4 ,originality4 ,progressiveness4 ,effective expression4 ,pleasing appearance--good looking4 ,tact4 ,patience4 ,sincerity4 ,among the characteristics which they did not like in teachers they named the following3 ,undesirable ,characteristics ,grouchiness4 ,wandering in method4 ,indifference to need for help4 ,too close holding to the text4 ,distant attitude--aloofness4 ,partiality4 ,excitability4 ,irritability4 ,pessimism--in the dumps4 ,indifferent assignments4 ,hazy explanations4 ,failure to cover assignments4 ,distracting facial expressions4 ,attitude of lording it over4 ,sarcasm4 ,poor taste in dress4 ,bluffing--the tables turned4 ,discipline for discipline's sake4 ,holier than thouness4 ,desirable ,capabilities ,they also reduced to rather memorable phrases a half dozen desirable capabilities3 #a4 ,the ability to make students work and want to work4 #b4 ,the ability to make definite assignments4 #c4 ,the ability to make clear explanations4 #d4 ,the ability to be pleasant without being easy4 #e4 ,the ability to emphasize essentials4 #f4 ,the ability to capitalize on new ideas4 #g4 ,the ability to be human4 ,a number of years ago ,clapp conducted a similar survey among one hundred leading school men of ,america1 asking them to list the ten most essential characteristics of a good teacher4 ,from the lists sent in ,clapp compiled the ten qualities in the order named most frequently by the one hundred men3 #a4 ,sympathy4 #b4 ,address4 #c4 ,enthusiasm4 #d4 ,sincerity4 #e4 ,personal ,appearance4 #f4 ,optimism4 #g4 ,scholarship4 #h4 ,vitality4 #i4 ,fairness4 #aj4 ,reserve or dignity4 ,george ,herbert ,betts1 in his stimulating book1 ,how to ,teach ,religion1 says there are three classes of teachers3 ,two types of teachers are remembered3 ,one to be forgiven after years have softened the antagonisms and resentments2 the other to be thought of with honor and gratitude as long as memory lasts4 ,between these two is a third and a larger group3 those who are forgotten1 because they failed to stamp a lasting impression on their pupils4 ,this group represents the mediocrity of the profession1 not bad enough to be actively forgiven1 not good enough to claim a place in gratitude and remembrance4 ,mr4 ,betts then goes on with a very exhaustive list of positive and negative qualities in teachers--a list so valuable that we set it down here for reference4 ,positive ,qualities ,negative ,qualities #a4 ,open-minded1 inquiring1 broad4 ,narrow1 dogmatic1 not hungry for truth4 #b4 ,accurate1 thorough1 discerning4 ,indefinite1 superficial1 lazy4 #c4 ,judicious1 balanced1 fair4 ,prejudiced1 led by likes and dislikes4 #d4 ,original1 independent1 ,dependent1 imitative1 subservient4 resourceful4 #e4 ,decisive1 possessing convictions4 ,uncertain1 wavering1 undecided4 #f4 ,cheerful1 joyous1 optimistic4 ,gloomy1 morose1 pessimistic1 bitter4 #g4 ,amiable1 friendly1 agreeable4 ,repellent1 unsociable1 disagreeable4 #h4 ,democratic1 broadly sympathetic4 ,snobbish1 self-centered1 exclusive4 #i4 ,tolerant1 sense of humor1 ,opinionated1 dogmatic1 intolerant4 generous4 #aj4 ,kind1 courteous1 tactful4 ,cruel1 rude1 untactful4 #aa4 ,tractable1 co-operative1 ,stubborn1 not able to work with teachable4 others4 #ab4 ,loyal1 honorable1 dependable4 ,disloyal1 uncertain dependability4 #ac4 ,executive1 forceful1 vigorous4 ,uncertain1 weak1 not capable4 #ad4 ,high ideals1 worthy1 exalted4 ,low standards1 base1 contemptible4 #ae4 ,modest1 self-effacing4 ,egotistical1 vain1 autocratic4 #af4 ,courageous1 daring1 firm4 ,overcautious1 weak1 vacillating4 #ag4 ,honest1 truthful1 frank1 ,low standards of honor and truth4 sincere4 #ah4 ,patient1 calm1 equable4 ,irritable1 excitable1 moody4 #ai4 ,generous1 open-hearted1 ,stingy1 selfish1 resentful4 forgiving4 #bj4 ,responsive1 congenial4 ,cold1 repulsive1 uninviting4 #ba4 ,punctual1 on schedule1 capable4 ,tardy1 usually behindhand1 incapable4 #bb4 ,methodical1 consistent1 logical4 ,haphazard1 desultory1 inconsistent4 #bc4 ,altruistic1 given to service4 ,indifferent1 not socially minded4 #bd4 ,refined1 alive to beauty1 ,coarse1 lacking aesthetic quality4 artistic4 #be4 ,self-controlled1 decision1 ,suggestible1 easily led1 uncertain4 purpose4 #bf4 ,good physical carriage1 dignity4 ,lack of poise1 ill posture1 no grace4 #bg4 ,taste in attire1 cleanliness1 ,careless in dress1 frumpy1 no pride4 pride4 #bh4 ,face smiling1 voice pleasant4 ,somber expression1 voice unpleasant4 #bi4 ,physical endurance1 vigor1 ,quickly tired1 weak1 sluggish4 strength4 #cj4 ,spiritual responsiveness1 ,spiritually weak1 inconstant1 strong4 uncertain4 #ca4 ,prayer life warm1 satisfying4 ,prayer cold1 formal1 little comfort4 #cb4 ,religious certainty1 peace1 ,conflict1 strain1 uncertainty4 quiet4 #cc4 ,religious experience expanding4 ,spiritual life static or losing force4 #cd4 ,god a near1 inspiring reality4 ,god distant1 unreal1 hard of approach4 #ce4 ,power to win others to religion4 ,influence little or negative4 #cf4 ,interest in ,bible and religion4 ,little concern for religion and ,bible4 #cg4 ,religion makes life fuller and ,religion felt as a limitation4 richer4 #ch4 ,deeply believe great ,lacking in foundations for faith4 fundamentals4 #ci4 ,increasing triumph over sin4 ,too frequent falling before temptation4 #dj4 ,religious future hopeful4 ,religious growth uncertain4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,iv #a4 ,think of the teachers who stand out most clearly in your memory4 ,why do they so stand out8 #b4 ,name the qualities that made the ,savior the ,great ,teacher4 #c4 ,if you had to choose between a fairly capable but humble teacher1 and a very capable but conceited one1 which one would be your choice8 ,why8 #d4 ,what is your argument against the idea1 ,teachers are born1 not made8 #e4 ,discuss the relative significance of the qualities quoted from ,betts4 ,,helpful ,,references ,o',shea1 ,every-day ,problems in ,teaching2 ,betts1 ,how to ,teach ,religion2 ,brumbaugh1 ,the ,making of a ,teacher2 ,palmer1 ,the ,ideal ,teacher2 ,slattery1 ,living ,teachers2 ,weigle1 ,talks to ,sunday ,school ,teachers4 ,,chapter ,v ,,personality ,,outline--,,chapter ,v ,the six major qualities3--a4 ,sympathy4--b4 ,sincerity4--c4 ,optimism4--d4 ,scholarly attitude4--e4 ,vitality4--f4 ,spirituality4 ,to set about to cultivate separate qualities would be rather a discouraging undertaking4 ,as a matter of fact1 many of the characteristics named really overlap1 while others are secondary in importance4 ,for practical purposes let us enlarge upon five or six qualities which everyone will agree are fundamental to teaching success4 ,the class in ,teacher ,training1 at the ,brigham ,young ,university1 in the summer of #aibj1 named these six as the most fundamental3 #a4 ,sympathy4 #b4 ,sincerity4 #c4 ,optimism4 #d4 ,scholarly attitude4 #e4 ,vitality4 #f4 ,spirituality4 ,no attempt was made to set them down in the order of relative importance4 #a4 ,,sympathy ,this is a very broad and far-reaching term4 ,it rests upon experience and imagination and involves the ability to live1 at least temporarily1 someone else's life4 ,sympathy is fundamentally vicarious4 ,properly to sympathize with children a man must re-live in memory his own childhood or he must have the power of imagination to see things through their eyes4 ,many a teacher has condemned pupils for doing what to them was perfectly normal4 ,we too frequently persist in viewing a situation from our own point of view rather than in going around to the other side to look at it as our pupils see it4 ,it is no easy matter thus to get out of ourselves and become a boy or girl again1 but it is worth the effort4 ,along with this ability at vicarious living1 sympathy involves an interest in others4 ,sympathy is a matter of concern in the affairs of others4 ,the rush and stir of modern life fairly seem to force us to focus our attention upon self1 but if we would succeed as teachers1 we must make ourselves enter into the lives of our pupils out of an interest to see how they conduct their lives1 and the reasons for such conduct4 ,coupled with this interest in others and the imagination to see through their eyes1 sympathy involves a desire to help them4 ,a man may have an interest in people born out of mere curiosity or for selfish purposes1 but if he has sympathy for them1 he must be moved with a desire to help and to bless them4 ,and1 finally1 sympathy involves the actual doing of something by way of service4 ,president ,grant liked to refer to a situation wherein a particular person was in distress4 ,friends of all sorts came along expressing regret and professing sympathy4 ,finally a fellow stepped forward and said1 ,i feel to sympathize with this person to the extent of fifty dollars4 ,that man1 said ,president ,grant1 has sympathy in his heart as well as in his purse4 #b4 ,,sincerity ,surely this is a foundation principle in teaching3 ,thou must to thyself be true1 ,if thou the truth would teach2 ,thy soul must overflow1 ,if thou another soul would reach4 ,a teacher must really be converted to what he teaches or there is a hollowness to all that he utters4 ,children and dogs1 it is said1 are the great judges of sincerity--they instinctively know a friend4 ,no teacher can continue to stand on false ground before his pupils4 ,the superintendent of one of our ,sunday ,schools1 having selected one of the most talented persons in his ward to teach a ,second ,intermediate ,class was astonished some months later to receive a request from the class for a change of teachers4 ,the class could assign no specific reasons for their objections1 except that they didn't get anything out of the class4 ,a year later the superintendent learned that the teacher was living in violation of the regulations of the ,church1 on a particular principle1 and it was perfectly clear why his message didn't ring home4 ,the sincere teacher not only believes what he teaches--he consecrates his best efforts to the task in hand4 ,he urges no excuse for absence or lack of preparation--he is there4 ,he lets his class feel that for the time being it is his greatest concern4 ,he meets with boys and girls because he loves to and reaches out to them with an enthusiasm that cannot be questioned4 #c4 ,,optimism is the sunshine of the classroom4 ,it is as natural to expect a plant to develop when covered with a blanket as it is to expect a class to be full of activity and responsiveness under an influence of unnatural solemnity4 ,lincoln is quoted as having declared1 ,you can catch more flies with a drop of honey than with a gallon of vinegar--a homely expression1 but full of suggestion4 ,a grouch is no magnet4 ,a little girl when questioned why she liked her ,sunday ,school teacher said1 ,oh1 she always smiles at me and says1 hello4 ,there is contagion in the cheeriness of a smile that cannot be resisted4 ,children live so naturally in an atmosphere of happiness and fun that teachers of religious instruction may well guard against making their work too formally sober4 ,frequently teachers feel the seriousness of their undertaking so keenly that they worry or discipline themselves into a state of pedagogical unnaturalness4 ,there is very great force behind the comment of the student who appreciated the teacher who could be human4 ,the experience is told of a teacher who continued to have difficulty with one of her pupils4 ,he so persisted in violating regulations that he was kept in after school regularly1 and yet after school hours he was one of the most helpful lads in the school2 in fact1 he and the teacher seemed almost chummy4 ,struck by the difference in his attitude1 the teacher remarked to him one afternoon1 as he went about cleaning the blackboard1 ,jimmie1 ,i have just been wondering about you4 ,you're one of my best workers after school--,i can't understand how you can be so different during school hours and after4 ,gee1 that's funny1 put in ,jimmie1 ,i was just thinking the same thing about you4 ,to be cheerful without being easy is a real art4 ,liberty is so often converted into license1 and a spirit of fun so easily transformed into mischief and disorder4 ,and yet cheerfulness is the great key to the human heart4 ,an attitude of looking for the good in pupils will lead to a response of friendliness on their part which is the basis of all teaching4 #d4 ,,scholarly ,,attitude ,if a teacher would cultivate an appetite for learning among his pupils he must himself hunger for knowledge4 ,most young people will take intellectually if sufficiently exposed4 ,a scholarly attitude implies first of all a growing mastery of subject matter4 ,to quote an eminent writer on religious education1 ,a common bane of ,sunday school teaching has been the haziness of the teacher's own ideas concerning the truths of religion4 ,fancy the hostess who would invite her guests to a dinner1 and upon their arrival indicate to them that she had made only vague plans to receive them4 ,no special place for their wraps1 no entertainment for their amusement1 and then fancy her asking them to sit down to a warmed-up conglomeration of left-overs4 ,of course1 it is only in fancy that we can imagine such a service4 ,yet reports frequently indicate that there are class recitations1 intellectual banquets1 for which the preparation has been about as meagre as that indicated4 ,surely he who would feast others upon ,his word should prepare unceasingly4 ,let us keep in mind the comment--,we like the fellow who tells us something new4 ,along with this mastery of subject matter1 a scholarly attitude implies both broadmindedness and openmindedness4 ,seekers after truth should welcome it from all available sources1 and ought not to be handicapped by bias or prejudice4 ,tolerance and a willingness to entertain questions--a constant effort to view a subject from every possible angle--a poise that attends self-control even under stress of annoyance--these things are all involved in a truly scholarly attack upon any given problem4 #e4 ,,vitality ,one of the qualities most favorably and frequently commented on by students is what they call pep4 ,a certain vigor of attack that seems to go directly to the point at stake1 putting at rest all other business and making discipline unnecessary1 is what twentieth century young people seem to like4 ,the element of hero worship prompts them to demand that the leader shall do things4 ,they like the push that takes a man over the top1 the drive that wins a ball game1 the energy that stamps the business man with success4 ,vitality is an inherent factor in leadership4 #f4 ,,spirituality ,the crowning glory of the successful religious teacher is that spiritual glow which links up heaven and earth4 ,and the ,spirit shall be given unto you by the power of faith1 and if ye receive not the ,spirit1 ye shall not teach4 7,doc4 ,cov41 ,sec4 #db3ad47 ,this divine injunction is given us because we have undertaken to teach ,his ,gospel4 ,we would lead others to ,him4 ,and this is possible only as we lead by the light of ,his ,holy ,spirit4 ,above our knowledge of facts and our understanding of child nature must be placed our communion with that ,spirit which touches the hearts of men4 ,if a teacher would prepare a young man for a place in a modern business house he must teach him the ways of business1--buying1 selling1 collecting1 managing1 etc41--matters of fact1 governed by the laws of barter and trade4 ,if that same teacher would teach the same young man the way of eternal life1 he must substitute for the laws of man the word of the ,lord1 and for the spirit of exchange1 the ,spirit of ,heaven4 ,a pupil can be prepared for the kingdom of ,god only as he is led to respond to and appreciate ,his ,spirit1 and to do ,his will4 ,while it is true that the best way to prepare for heaven is to live the best possible life here on earth1 yet we need the ,spirit of the ,lord to interpret what constitutes that best possible life4 ,there is power in the intellect of man2 there is glory in that power when it is heightened by the ,spirit of the ,almighty4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,v #a4 ,what is sympathy8 #b4 ,why is it so essential in teaching8 #c4 ,why is sincerity a foundation principle in all teaching8 #d4 ,discuss the obligation on the part of the teacher to leave his troubles outside the classroom4 #e4 ,discuss the statement--,cheerfulness is spiritual sunshine4 #f4 ,illustrate the value of cheerfulness4 #g4 ,what is the significance of the term1 scholarly attitude8 #h4 ,just what constitutes vitality8 #i4 ,show how it is essential to teaching4 #aj4 ,why name spirituality as the crowning characteristic of the good teacher8 ,,helpful ,,references ,those listed in ,chapter ,,iv4 ,,chapter ,,vi ,,attainment ,,outline--,,chapter ,,vi ,the possibility of growth in teaching4--,how to develop spirituality3 a4 ,by cultivating the spirit of prayer2 b4 ,by leading a clean life2 c4 ,by obeying the principles of the ,gospel2 d4 ,by performing one's duty in the ,church2 e4 ,by reading and pondering the word of the ,lord4--,how to develop other qualities3 a4 ,by taking a personal inventory2 b4 ,by coming in contact with the best in life through reading and companionship2 c4 ,by forming the habit of systematic study2 d4 ,by assuming responsibility4 ,while we may agree as to what constitutes the desirable characteristics in teachers it is far easier to name them than to attain them4 ,we have already pointed out that teaching is a complex art proficiency in which is the result of a long1 painstaking process4 ,but success in teaching as in all other pursuits is possible of achievement4 ,we have heard so frequently that teachers must be born1 not made1 that many prospective teachers1 feeling that they have been denied this pedagogical birthright1 give up in despair4 ,of course1 it is naturally easy for some individuals to teach--they do seem born possessed of a teaching personality1 but they are not given a monopoly on the profession4 ,the ,lord has too many children to be taught to leave their instruction to a few favored ones4 ,the qualities listed in chapter five may be developed1 in varying degrees1 of course1 by any normal person anxious to serve his fellows4 ,the will to do is the great key to success4 ,to him who would develop spiritually1 these five suggestions may be helpful3 ,first1 cultivate the spirit of prayer4 ,the president of one of our stakes made the remark once that he believed only a few of the men and women of his stake really pray4 ,they go through the form1 all right1 he said2 they repeat the words--but they do not enter into the spirit of the prayer4 ,if the ,lord doesn't draw nearer to them than they do to ,him ,i doubt that their prayers are really of very great force4 ,the ability to pray is the great test of a spiritual life4 ,the faith to pray is a gift to be cultivated through devoted practice4 ,the teacher who would have his pupils draw nearer to him must himself draw near to the ,lord4 ,the promise1 ,ask1 and ye shall receive1 seek1 and ye shall find1 was given only to those who ask in faith4 ,this constant prayer of faith1 then is the first great guarantee of the ,spirit4 ,the second is a clean life4 ,just as it is impossible for water to make its way through a dirty1 clogged pipe1 so it is for the ,spirit to flow through a channel of unrighteous desires4 ,a visitor was interested a short time ago in ,canada in attempting to get a drink out of a pipe that had been installed to carry water from a spring in the side of a mountain to a pool at the side of the road4 ,due to neglect1 moss and filth had been allowed to collect about the bottom of the pipe1 until it was nearly choked up4 ,getting a drink was out of the question4 ,and yet there was plenty of water in the spring above--just as fine water as had ever flowed from that source4 ,it was simply denied passage down to those who would drink4 ,and so with the ,spirit4 ,the ,lord is still able to bless--all too frequently1 we so live that the passage is clogged4 ,the ,word of ,wisdom is not only a guarantee of health--it is the key to communication with the ,spirit4 ,and what is true of the body applies with even greater force to cleanliness of mind4 ,the teacher might well adopt this prayer3 ,create in me a clean heart1 ,o ,god1 and renew a right spirit within me4 ,the third great guarantee of the ,spirit is an unswerving obedience to all principles of the ,gospel4 ,to teach belief a man must believe4 ,firmly grounded in all the cardinal principles the teacher may well inspire a spirit of the ,gospel1 but not otherwise4 ,doubt and uncertainty will keep the teacher from the position of counsel and leadership4 ,the fourth assurance in the matter of developing spirituality is the consistent performance of one's religious obligations4 ,the complaint is often made that teachers in a particular organization will meet their classes regularly1 but that done they seem to consider their religious duties discharged4 ,teaching does not excuse a person from attending the other services required of ,latter-day ,saints4 ,he is asked to attend ,sacrament meetings1 ,priesthood meetings1 ,union meetings1 special preparation meetings--they are all essential to the full development of the ,spirit of the ,gospel1 which is the spirit of teaching4 ,the teacher may rightly expect to be sustained only as he sustains those who preside over him4 ,for with what judgment ye judge1 ye shall be judged3 and with what measure ye mete1 it shall be measured to you again4 7,matt4 #g3b47 ,and finally1 if we would enjoy the spirit of our work we must familiarize ourselves with the ,word of the ,lord4 ,to read it is to associate in thought with ,him4 ,his ,spirit pervades all that ,he has said1 whether in ancient or modern times4 ,one of our apostles frequently remarked that if he would feel fully in touch with the spirit of his calling he must read regularly from the ,doctrine ,covenants4 ,that book keeps me attuned as no other book can4 ,it is not given to us to associate here with the ,master1 but through ,his recorded words we can live over all that ,he once lived4 ,thereby we not only come really to know what ,he would have us do1 we partake of a spirit that surpasses understanding4 ,search the scriptures1 for in them ye think ye have eternal life4 ,as for attainment in other matters involved in the teaching process1 the teachers who attended the course at the ,brigham ,young ,university were agreed that regular practice in the following processes will insure marked growth and development3 #a4 ,the taking of a personal inventory at regular intervals4 ,am ,i the kind of teacher ,i should like to go to8 starts an investigation full of suggestiveness4 ,the qualities listed in chapter four constitute a reference chart for analysis4 ,a teacher can become his own best critic if he sets up the proper ideals by way of a standard4 ,a teacher in one of our ,church schools in ,idaho carried out an interesting investigation during the year #aiai-aibj4 ,anxious that he should not monopolize the time in his recitations1 he asked one of his students to tabulate the time of the class period as follows3 ,number of questions asked by teacher4 ,number of questions asked by pupils4 ,amount of time consumed by teacher4 ,amount of time consumed by pupils4 ,he was astonished to discover that of the forty-five minutes given to recitation he was regularly using an average of thirty-two minutes4 ,similar investigations can be carried on by any interested teacher4 #b4 ,contact with the best in life4 ,it is a fundamental law in life that life is an adaptation to environment4 ,the writer has been interested in observing the force of this law as it affects animal life4 ,lizards in ,emery county are slate-gray in color that they may be less conspicuous on a background of clay and gray sandstone2 the same animals in ,st4 ,george take on a reddish color--an adaptation to their environment of red sandstone4 ,nor is the operation of this law merely a physical process4 ,on a trip into ,canada recently the writer traveled some distance with a group of bankers in attendance at a convention at ,great ,falls4 ,on his way home he took a train on which there was a troupe of vaudeville players4 ,the contrast was too marked to escape notice4 ,one group had responded to an environment of sober business negotiations--the other to the gayety of the footlights4 ,and so the teacher who would grow must put himself into an environment that makes the kind of growth he desires natural--inevitable4 ,through good books he can associate with the choice spirits of all ages4 ,no one denies his acquaintanceship4 ,great men have given their best thoughts to many of the problems that confront us4 ,we can capitalize on their wisdom by reading their books4 ,we re-enforce ourselves with their strength4 ,magazines1 too1 are full of stimulation4 ,they constitute a kind of intellectual clearing house for the best thought of the world today4 ,business houses value them so highly in promoting the advancement of their employees that they subscribe regularly4 ,one manager remarked3 ,no one factor makes for greater growth among my men than reading the achievements of others--leaders in their lines--through the magazines4 ,there is scarcely a phase of life which is not being fully written about in the current issues of the leading magazines4 ,then1 too1 contact with men and women of achievement is a remarkable stimulus to growth4 ,there are leaders in every community--men and women rich in experience--who will gladly discuss the vital issues of life with those who approach them4 ,there still remain1 too1 pioneers with their wonderful stories of sacrifice and devotion4 ,to the teacher who will take the pains there is an untold wealth of material in the lives of the men and women about him4 #c4 ,regular habits of systematic study4 ,thorough intensive effort finds its best reward in the intellectual growth that it insures4 ,in these days of the hurry of business and the whirl of commercialized amusements there is little time left for study except for him who makes himself subscribe to a system of work4 ,thirty minutes of concentrated effort a day works wonders in the matter of growth4 ,president ,grant was a splendid evidence of the force of persistent effort in his writing1 his business success1 and his rise to the leadership of half a million ,latter-day ,saints4 #d4 ,assuming the obligations of responsibility4 ,in every organization there are constant calls upon teachers to perform laborious tasks4 ,it is so natural to seek to avoid them--so easy to leave them for somebody else--that we have to cultivate vigorously a habit of accepting the obligations that present themselves4 ,the difficulties of responsibility are often burdensome1 but they are an essential guarantee of achievement4 ,welcome the task that makes you go beyond your ordinary self1 if you would grow6 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,vi #a4 ,discuss our obligation to grow4 #b4 ,point out the difference between praying and merely saying prayers4 #c4 ,discuss the various means which guarantee spiritual growth4 #d4 ,comment on the thought that a personal inventory is as essential to teaching as it is to financial success4 #e4 ,what is your daily scheme for systematic study8 #f4 ,what plan do you follow in an attempt to know the scriptures8 #g4 ,why is it so important that we assume the responsibilities placed upon us8 ,,helpful ,,references ,those listed in ,chapter ,,iv4 ,,chapter ,,vii ,,native ,,tendencies ,,outline--,,chapter ,,vii ,importance of ,child ,study to teachers4--,teaching both a social and an individual process4--,a ,child's characteristics--his birthright4--,what the nervous system is4--,types of original responses4--,the significance of instinctive action4--,colvin's list of native tendencies4--,sisson's list4--,a knowledge of native tendencies essential to proper control of human behavior4 ,we have now discussed the significance and meaning of teaching1 together with the consideration of the characteristics that constitute the personal equation of the teacher4 ,it is now pertinent that we give some attention to the nature of the child to be taught1 that we may the more intelligently discuss methods of teaching1 or how teacher and pupil get together in an exchange of knowledge4 ,teaching is a unique process4 ,it is both social and individual4 ,the teacher meets a class--a collection of pupils in a social unit4 ,in one way he is concerned with them generally--he directs group action4 ,but in addition to this social aspect1 the problem involves his giving attention to each individual in the group4 ,he may put a general question1 but he gets an individual reply4 ,in short1 he must be aware of the fact that his pupils1 for purposes of recitation1 are all alike2 and at the same time he must appreciate the fact that they are peculiarly different4 ,in a later chapter we shall consider these differences2 let us here consider the points of similarity4 ,the fact that a boy is a boy makes him heir to all of the characteristics that man has developed4 ,these characteristics are his birthright4 ,he responds in a particular way to stimuli because the race before him has so responded4 ,there is no need here of entering into a discussion as to how great a controlling factor heredity may be in a man's life1 or how potent environment may be in modifying that life--we are concerned rather with the result--that man is as he is4 ,it is essential that we know his characteristics1 particularly as they manifest themselves in youth1 so that we may know what to expect in his conduct and so that we may proceed to modify and control that conduct4 ,just as the first task of the physician is to diagnose his case--to get at the cause of the difficulty before he proceeds to suggest a remedy--so the first consideration of the teacher is a query1 ,whom do ,i teach8 ,man may normally be expected to respond in a particular way to a particular stimulus because men throughout the history of the race have so responded4 ,certain connections have been established in his nervous system and he acts accordingly--he does what he does because he is man4 ,we cannot here go into a detailed discussion of the physiological processes involved in thinking and other forms of behavior1 but perhaps we may well set down a statement or two relative to man's tendencies to act1 and their explanations3 ,the nervous system is composed of neurones of three types3 ,those that receive1 the afferent2 those that effect action1 the efferent2 and those that connect1 the associative4 ,the meeting places of these neurones are the synapses4 ,all neurones have the three characteristics of sensitivity1 conductivity1 and modifiability4 ,in order for conduct or feeling or intellect to be present1 at least two neurones must be active1 and in all but a few of the human activities many more are involved4 ,the possibility of conduct or intelligence depends upon the connections at the synapses1--upon the possibility of the current affecting neurones in a certain definite way4 ,the possession of an 'original nature1' then1 means the possession1 as a matter of inheritance1 of certain connections between neurones1 the possession of certain synapses which are in functional contact and across which a current may pass merely as a matter of structure4 ,just why certain synapses should be thus connected is the whole question of heredity4 ,two factors seem to affect the functional contact of a synapses1--first1 proximity of the neurone ends1 and second1 some sort of permeability which makes a current travel on one rather than another of two neurones equally near together in space4 ,this proximity and permeability are both provided for by the structure and constitution of the nervous system4 ,it should be noted that the connection of neurones is not a one-to-one affair1 but the multiplicity of fibrils provided by original nature makes it possible for one afferent to discharge into many neurones1 and for one efferent neurone to receive the current from many neurones4 ,thus the individual when born is equipped with potentialities of character1 intellect and conduct1 because of the pre-formed connections or tendencies to connections present in his nervous system4 ,types of ,original ,responses4--,these unlearned tendencies which make up the original nature of the human race are usually classified into automatic or physiological actions1 reflexes1 instincts1 and capacities4 ,automatic actions are such as those controlling the heart-beats1 digestive and intestinal movements2 the contraction of the pupil of the eye from light1 sneezing1 swallowing1 etc41 are reflexes2 imitation1 fighting1 and fear1 are instincts1 which capacities refer to those more subtle traits by means of which an individual becomes a good linguist1 or is tactful1 or gains skill in handling tools4 ,however1 there is no sharp line of division between these various unlearned tendencies2 what one psychologist calls a reflex or a series of reflexes1 another will call an instinct4 ,it seems better to consider them as of the same general character but differing from each other in simplicity1 definiteness1 uniformity of response1 variableness among individuals1 and modifiability4 ,they range from movements such as the action of the blood vessels to those concerned in hunting and collecting2 from the simple1 definite1 uniform knee-jerk1 which is very similar in all people and open to very little modification1 to the capacity for scholarship1 which is extremely complex1 vague as to definition1 variable both as to manifestation in one individual and amounts amongst people in general1 and is open to almost endless modification4 ,this fund of unlearned tendencies is the capital with which each child starts1 the capital which makes education and progress possible1 as well as the capital which limits the extent to which progress and development in any line may proceed4 ,the ,psychology of ,childhood1 pp4 #ba1 #bb1 #bc4 ,weigle1 in his ,talks to ,sunday ,school ,teachers1 begins his second chapter in a rather unique and helpful manner relative to this same question3 ,the little human animal1 like every other1 is born going4 ,he is already wound up4 ,his lungs expand and contract2 his heart is pumping away2 his stomach is ready to handle food4 ,these organic1 vital activities he does not initiate4 ,they begin themselves4 ,the organism possesses them by nature4 ,they are the very conditions of life4 ,there are many other activities1 not so obviously vital as these1 for which nature winds him up quite as thoroughly--yes1 and sets him to go off at the proper time for each4 ,he will suck when brought to the breast as unfailingly as his lungs will begin to work upon contact with the air4 ,he will cry from hunger or discomfort1 clasp anything that touches his fingers or toes1 carry to his mouth whatever he can grasp1 in time smile when smiled at1 later grow afraid when left alone or in the dark1 manifest anger and affection1 walk1 run1 play1 question1 imitate1 collect things1 pull things apart1 put them together again1 take pleasure in being with friends1 act shy before strangers1 find a chum1 belong to a 'gang' or 'bunch1' quarrel1 fight1 become reconciled1 and some day fall in love with one of the opposite sex4 ,these1 and many more1 are just his natural human ways4 ,he does not of purpose initiate them any more than he initiates breathing or heart-beat4 ,he does these things because he is so born and built4 ,they are his instincts4 ,as ,norsworthy and ,whitley point out1 we are not especially concerned with the boundary lines between automatic actions1 reflexes1 and instincts--we are rather concerned with the fact that human beings possess native tendencies to act in particular ways4 ,some psychologists stress them as instincts2 others as capacities1 but they have all pretty generally agreed that under certain stimuli there are natural tendencies to react4 ,these tendencies begin to manifest themselves at birth--they are all potentialities with the birth of the child--and continue to develop in turn1 certain ones being more pronounced in the various stages of the child's life4 ,colvin in his ,the ,learning ,process1 runs through the complete list of possibilities4 ,according to him man1 in a lifetime1 is characterized by the following tendencies3 ,fear1 anger1 sympathy1 affection1 play1 imitation1 curiosity1 acquisitiveness1 constructiveness1 self-assertion 7leadership71 self-abasement1 rivalry1 envy1 jealousy1 pugnacity1 clannishness1 the hunting and predatory instincts1 the migratory instinct1 love of adventure and the unknown1 superstition1 the sex instincts1 which express themselves in sex-love1 vanity1 coquetry1 modesty2 and1 closely allied with these1 the love of nature and of solitude1 and the aesthetic1 the religious1 and the moral emotions4 ,sisson1 in a little book that every teacher ought to know1 ,the ,essentials of ,character1 emphasizes the importance for teaching of ten tendencies3 bodily activity1 sense-hunger and curiosity1 suggestibility1 tastes and aesthetic appreciation1 self-assertion1 love1 joy1 fear1 the growing-up impulse1 the love of approbation4 ,as already indicated1 the teacher should give attention to these tendencies that he may the better know how to proceed4 ,if he knows that the one great outstanding impulse of a boy of seven is to do something1 he perhaps will be less likely to plan an hour's recitation on the theory that for that hour the boy is to do nothing4 ,if he knows that one of the greatest tendencies of boys from ten to fourteen is to organize gangs for social and political purposes1 he will very likely capitalize on this idea in building up a good strong class spirit4 ,knowing that children naturally respond to certain stimuli in very definite ways1 the teacher can better set about to furnish the right stimuli--he can be in a better position to direct and control behavior4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,vii #a4 ,what significance attaches to the statement1 ,children are born 'going'8 #b4 ,why is it of vital importance that teachers give attention to the native tendencies in children8 #c4 ,what constitutes instinctive action8 ,illustrate4 #d4 ,name the instincts that are essentially individualistic4 ,those that are essentially social4 #e4 ,what native tendencies are of most concern to teachers8 #f4 ,discuss the relative significance of heredity1 environment1 and training in the development of children4 #g4 ,to what extent is a child limited in its development by its nervous system8 ,,helpful ,,references ,norsworthy and ,whitley1 ,the ,psychology of ,childhood2 ,weigle1 ,talks to ,sunday ,school ,teachers2 ,colvin1 ,the ,learning ,process2 ,sisson1 ,the ,essentials of ,character2 ,stiles1 ,the ,nervous ,system and its ,conservation2 ,thorndike1 ,principles of ,teaching2 ,harrison1 ,a ,study of ,child ,nature2 ,kirkpatrick1 ,fundamentals of ,child ,study4 ,,chapter ,,viii ,,what ,,to ,,do ,,with ,,native ,,tendencies ,,outline--,,chapter ,,viii ,characteristic tendencies of the various stages of child life4--,the teacher's attitude toward them4--,follow the grain4 ,four methods of procedure3 #a4 ,the method of disuse2 #b4 ,the method of rewards and punishment2 #c4 ,the method of substitution2 #d4 ,the method of stimulation and sublimation4 ,having listed the native tendencies generally1 we might well now consider them as they manifest themselves at the various stages of an individual's development4 ,as already indicated1 they constitute his birthright as a human being1 though most of them are present in the early years of his life only in potentiality4 ,psychologists of recent years have made extensive observations as to what instincts are most prominent at given periods4 ,teachers are referred particularly to the volumes of ,kirkpatrick1 ,harrison1 and ,norsworthy and ,whitley4 ,in this latter book1 pages #bhf1 #bhg1 and #bih-cjb1 will be found an interesting tabulation of characteristics at the age of five and at eleven4 ,for the years of adolescence ,professor ,beeley1 in his course at the ,brigham ,young ,summer ,school1 in the ,psychology of ,adolescence1 worked out very fully the characteristics unique in this period1 though many of them1 of course1 are present at other stages3 ,,characteristics ,,unique ,,in ,,the ,,adolescent ,,period #a4 ,maturing of the sex instincts4 #b4 ,rapid limb growth4 #c4 ,over-awkwardness4 #d4 ,visceral organs develop rapidly 7heart1 liver1 lungs1 genital organs47 #e4 ,change in physical proportions2 features take on definite characteristics4 #f4 ,brain structure has matured4 #g4 ,self-awareness4 #h4 ,personal pride and desire for social approval4 #i4 ,egotism4 #aj4 ,unstable1 hair-trigger1 conflicting emotions4 #aa4 ,altruism1 sincere interest in the well-being of others4 #ab4 ,religious and moral awakening4 #ac4 ,new attitude4 #ad4 ,aesthetic awakening4 #ae4 ,puzzle to everybody4 #af4 ,desire to abandon conventionalities1 struggle for self-assertion4 #ag4 ,career motive4 #ah4 ,period of palling and mating2 clique and gang spirit4 #ai4 ,positiveness1--affirmation1 denial4 #bj4 ,inordinate desire for excessive amusement4 #ba4 ,evidence of hereditary influences4 #bb4 ,hero worship1 castle building4 #bc4 ,wanderlust4 #bd4 ,hyper-suggestibility4 #be4 ,ideals2 ambitions4 #bg4 ,yearning for adult responsibility4 ,having listed these tendencies we still face the question1 ,what shall we do with them8 ,what is their significance in teaching8 ,it is perfectly clear1 in the first place1 that we ought not to ignore them4 ,none of them is wholly useless1 and few of them can safely be developed just as they first manifest themselves4 ,they call for training and direction4 ,some instincts are to be cherished almost as they are2 some rooted out by withholding stimuli1 or by making their exercise result in pain or discomfort1 or by substituting desirable habits in their place2 most of the instincts should be modified and redirected4--7,thorndike47 ,our concern as teachers ought to be that in our work with boys and girls1 men and women1 we are aware of these natural tendencies that we may work with them rather than contrary to them--that we may follow the grain of human nature4 ,since these tendencies are the result of responses to stimuli they may be modified by attention either to the stimuli or to the reaction that attends the stimulation4 ,four methods call for our consideration3 #a4 ,the method of disuse4 #b4 ,the method of rewards and punishments4 #c4 ,the method of substitution4 #d4 ,the method of stimulation and sublimation4 ,no one of these methods can be said always to be best4 ,the nature of the person in question1 his previous experience and training1 together with the circumstances attending a given situation1 all are factors which determine how we should proceed4 ,the vital point is1 that both as parents and teachers we should guard against falling into the rut of applying the same treatment to all cases regardless of their nature4 #a4 ,,the ,,method ,,of ,,disuse ,this method is largely negative4 ,it aims to safeguard an individual against ills by withholding stimuli4 ,the mother aims to keep scissors out of reach and sight of the baby that it may not be lured into danger4 ,some parents1 upon discerning that the pugnacious instinct is manifesting itself vigorously in their boy1 isolate him from other boys--keep him by himself through a period of a year or more that the tendency may not be accentuated4 ,other parents1 observing their daughter's inclination to be frivolous1 or seeing the instinct of sex begin to manifest itself in her interest in young men1 send her away to a girl's school--a sort of intellectual nunnery4 ,frequently teachers follow this method in the conduct of their classes4 ,the tendency to self-assertion and verbal combat1 natural to youth1 is smothered by an unwillingness on the part of the teacher to indulge questions and debate or by a marked inclination to do all the talking4 ,it is clear that this method of disuse has its place in the training of children1 though grave dangers attend its too frequent indulgence4 ,children and others of immature judgment need the protection of withheld stimuli4 ,but clearly this is not a method to be recommended for general application4 ,the boy who is never allowed to quarrel or fight may very possibly grow up to be a man afraid to meet the battles of life2 the girl1 if her natural emotions are checked1 may lose those very qualities that make for the highest type of womanhood and motherhood4 ,fortunately1 in these days1 it is pretty nearly impossible to bring boys and girls up in glass houses4 ,doubly fortunate1 for they are made happy in their bringing up and are fitted for a world not particularly devoted to the fondling of humankind4 #b4 ,,the ,,method ,,of ,,rewards ,,and ,,punishments ,this method is clearly illustrated in the training of trick animals4 ,these creatures through innumerable repetitions are made to do phenomenal stunts4 ,in the training for every successful try they are rewarded with a cube of sugar1 a piece of candy1 or some other pleasure-producing article2 for every miss they are punished--made to suffer pain or discomfort4 ,this same sort of procedure carries over into human affairs4 ,witness the hickory stick and the ruler1 or count the nickels and caresses4 ,ridicule before the class1 and praise for commendable behavior or performance1 are typical of this same method4 ,if it is followed1 and it clearly has a place in the training of children1 care should be exercised to see that in the child's mind in any case there is clear connection between what he has done and the treatment that he receives4 ,with some parents it fairly seems as if their one remedy for all offenses is a tingling in the epidermis--it is equally clear that with some teachers their one weapon is sarcasm4 ,all too frequently these measures grow out of unsettled nerves or stirred up passions1 on the part of the parent or teacher1 and have really but little connection--remote at best--with the offense in question4 ,there may be an abuse in the matter of rewards1 too1 of course1 but as a rule few classes suffer from too much appreciation4 ,the real art of discipline lies in making the reward or the punishment naturally grow out of the conduct indulged in4 #c4 ,,the ,,method ,,of ,,substitution ,because of the fact that some stimuli inevitably lead to discomfort and disaster--that some conduct is bad--there is need of a method of substitution4 ,the child's mind needs to be led from the contemplation of an undesirable course of action to something quite different4 ,frequently a child cannot be satisfied with a mere denial1 and circumstances may not be favorable to punishment--yet the correction must be made4 ,substitution is the avenue of escape4 ,a striking illustration in point occurred recently in a cafe in ,montana4 ,a trio of foreigners1 father1 mother1 and two-year-old son1 came in and sat down at one of the tables4 ,soon after the parents began to eat1 the child caught sight of a little silver pitcher for which he began to beg4 ,whining and crying1 mixed in with the begging1 created a good bit of disturbance4 ,the only attempted solution on the part of the parents was a series of3 ,don't do that6 ,no6 no6 ,keep quiet1 ,marti6 a continued focusing of the child's attention on what he ought not to do1 and an added note to the disturbance4 ,then an ,american across the aisle having surveyed the situation took out of his pocket a folder full of brightly colored views4 ,the charm worked beautifully--the meal went on free from disturbance--and the child was happy4 ,this method involves a good bit of resourcefulness1 calling at times for what seems an impossible amount of ingenuity4 ,as someone has said1 ,it is beating the other fellow to it4 ,it merits the consideration of those who have to handle boys and girls who are regularly up to stunts4 #d4 ,,the ,,method ,,of ,,stimulation ,,and ,,sublimation ,this method is rather closely akin to that of substitution1 with the exception that it capitalizes on tendencies already in operation and raises them to a higher level4 ,stimulation1 of course1 merely means the bringing of children into contact with desirable stimuli on every possible occasion2 in fact1 it involves the making of favorable occasions4 ,sublimation involves building upon native tendencies to an elevated realization4 ,educationally this method is most full of promise4 ,it is seen in kindergarten methods when a child is led from mere meaningless playing with toys to constructive manipulation of blocks1 tools1 etc4 ,it is seen admirably in football where the pugnacious tendency of boys is capitalized on to build manliness in struggle and to develop a spirit of fair play4 ,it is seen in the fostering of a girl's fondness for dolls1 so that it may crystallize into the devotion of motherhood4 ,it is seen when a boys' man leads a gang of boys into an association for social betterment4 ,it is seen when a teacher works upon the instinct to collect and hoard1 elevating it into a desire for the acquisition of knowledge and the finer things of life4 ,whatever our method1 let us give due consideration to the natural inclinations and aptitudes of boys and girls--let us help them to achieve fully their own potentialities4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,viii #a4 ,point out the essential differences between boys and girls at the age of six and seven and those of sixteen and seventeen4 #b4 ,discuss the significance of the following phrase3 ,the grain in human nature4 #c4 ,how can the hunting instinct be appealed to in religious stimulation8 #d4 ,of what significance is the gang spirit to teachers of adolescents8 #e4 ,how can rivalry be made an asset in teaching8 #f4 ,how can the fighting instinct in children best be directed8 #g4 ,why is biography so valuable in material for teaching8 #h4 ,why is it so essential that we put responsibility upon boys and girls8 ,how should this fact affect teaching8 #i4 ,what are the dangers that attend an attempt to keep children quiet for any length of time8 ,,helpful ,,references ,those listed in ,chapter ,,vii4 ,,chapter ,,ix ,,individual ,,differences ,,outline--,,chapter ,,ix ,fundamental significance of individual differences4--,typical illustration4--,the truth illustrated physically2 in range of voice1 in speed1 in mental capabilities4--,the same truth applied spiritually4--,some cases in point4 ,everybody is like everybody else in this--that everybody is different from everybody else4 ,having discussed how all men enjoy a common heritage by way of native endowments1 let us now turn to a consideration of how men differ4 ,two of the terms most frequently met in recent educational publications are statistical methods and individual differences4 ,there is nothing particularly new in this latter term--it merely represents a new emphasis being given to the old idea that no two of us are alike4 ,every parent is aware of the very marked differences in his children4 ,even twins differ in disposition and mental capabilities4 ,in fact1 one of the difficulties that attaches to parenthood is just this problem of making provision in one household for such various personalities4 ,a member of the stake presidency in one of the stakes in southern ,utah1 in discussing this matter a short time ago1 remarked that in his family of four boys one very definitely had decided to become a farmer and was already busy at getting acquainted with the details of the work2 a second boy was devoted to music and voiced a very vigorous protest against farming2 the third son was so bashful and reticent that he hadn't given expression to any notion of preference2 the fourth1 a happy-go-lucky sort of chap1 free and noisy in his cutting up about the place1 wasn't worrying about what he was to do in life--he just didn't want anything to do with strenuous effort4 ,how can ,i drive a four-horse team such as that8 was the interesting query of this father4 ,practically every family presents this variety of attitude and practically every parent is trying to work out a solution to the problem1 so there is nothing startling about the term individual differences4 ,educators have just given the matter more careful and scholarly attention of recent years4 ,if the matter of differences in children constitutes a problem of concern in a family of from two to ten children1 how much greater must that problem be in a class from thirty to fifty with approximately as many families represented4 ,the problem has led to some very interesting investigations--investigations so simple that they can be carried on by anyone interested4 ,for instance1 if we could line up all the men in ,salt ,lake ,city according to size we should find at one end of the line a few exceptionally tall men1 likely from six feet to six feet six inches in height4 ,at the other end of the line would be a few exceptionally small men--undersized men from three feet eight or ten inches to four feet six inches4 ,in between these two types would come in graduated order all sorts of men with a decidedly large number standing about five feet six or eight inches4 ,this latter height we call the average4 ,practically we see the significance of these differences4 ,no manufacturer thinks of making one size of overall in the hope that it will fit each of these men4 ,he adapts his garment to their size1 and he knows approximately how many of each size will be called for in the course of ordinary business4 ,if these same men could be taken one by one into a music studio and have their voices tested for range1 the same interesting variations would be found4 ,there would be a few very high tenors1 a few exceptionally low bassos1 and a crowd with medium range with fillers-in all along the line4 ,if we were interested in carrying the experiment still further we might apply the speed test4 ,in a #ajj-yard dash a few men would be found to be particularly fast1 a few others would trail away behind at a snail's pace1 while the big crowd of men would make the distance in average time4 ,of course1 it would be foolish to attempt to make tenors of all these men--equally foolish to try to make speeders of them all4 ,in these practical matters we appreciate the wisdom of letting each man fit into that niche for which he is qualified4 ,nor are these differences confined to the field of physical characteristics and achievements4 ,tests by the hundred have demonstrated beyond all question that they hold equally well of mental capabilities4 ,in the past children have gone to school at the age of six4 ,they have remained there because they were six4 ,at seven they were in grade two1 and so on up through the grades of our public schools4 ,tests and measurements now1 however1 are showing that such a procedure works both a hardship and an injustice on the pupils4 ,some boys at six are found as capable of doing work in grade two as other boys at eight4 ,some boys and girls at six are found wholly incapable of doing what is required in grade one4 ,one of the most promising prospects ahead educationally is that we shall be able to find out just the capacity of a child regardless of his age1 and fit him into what he can do well1 making provisions for his passing on as he shows capability for higher work4 ,not only has this matter of individual differences been found to apply generally in the various grades of our schools--it has been found to have significant bearing upon achievements in particular subjects4 ,for all too long a time we have held a boy in grade four until he mastered what we have called his grade four arithmetic1 spelling1 geography1 grammar1 history1 etc4 ,as a matter of fact1 many a boy who is a fourth-grader in grammar may be only a second-grader in arithmetic--a girl1 for whom fourth grade arithmetic is an impossibility1 because of her special liking for reading1 may be seventh grade in her capacity in that subject4 ,in the specific subjects1 individual differences have been found to be most marked4 ,surely it is unfair to ask a boy born short in history to keep up to the pace of a comrade born long in that subject2 so1 too1 it is unfair to ask a girl born long in geography to hold back to the pace of one born short in that subject4 ,the results of these observations are leading to developments that are full of promise for the educational interests of the future4 ,in order that we may more fully appreciate the reality of these observations let us set down the concrete results of a few experiments4 ,the first three tests are quoted from ,thorndike3 ,in a test in addition1 all pupils being allowed the same time1 #a pupil did #c examples correctly #b pupils did #d examples correctly #a pupil did #e examples correctly #e pupils did #f examples correctly #b pupils did #g examples correctly #d pupils did #h examples correctly #f pupils did #i examples correctly #ad pupils did #aj examples correctly #h pupils did #aa examples correctly #g pupils did #ab examples correctly #h pupils did #ac examples correctly #e pupils did #ad examples correctly #e pupils did #ae examples correctly #f pupils did #af examples correctly #a pupil did #ag examples correctly #e pupils did #ah examples correctly #a pupil did #ai examples correctly #b pupils did #bj examples correctly ,the rapidity of movement of ten-year-old girls1 as measured by the number of crosses made in a fixed time3 #f or #g by #a girl #h or #i by #j girl #aj or #aa by #d girls #ab or #ac by #c girls #ad or #ae by #ba girls #af or #ag by #bi girls #ah or #ai by #cc girls #bj or #ba by #ac girls #bb or #bc by #ae girls #bd or #be by #aa girls #bf or #bg by #e girls #bh or #bi by #b girls #cj or #ca by #e girls #cb or #cc by #c girls #cd or #ce by #e girls #cf or #cg by #j girl #ch or #di by #d girls #dj or #da by #a girl ,two papers1 ,a and ,b1 written by members of the same grade and class in a test in spelling3 ,a4 ,b4 greatful gratful elegant eleagent present present patience paisionce succeed suckseed severe survere accident axadent sometimes sometimes sensible sensible business biusness answer anser sweeping sweping properly prooling improvement improvment fatiguing fegting anxious anxchus appreciate apresheating assure ashure imagine amagen praise prasy ,in a test in spelling wherein fifty common words were dictated to a class of twenty-eight pupils1 the following results were obtained3 #b spelled correctly all #ej #c spelled correctly between #de and #dh #e spelled correctly between #dj and #de #aa spelled correctly between #cj and #dj #f spelled correctly between #bj and #cj #a spelled correctly between #ae and #bj ,and now the question--what has all this to do with the teaching of religion8 ,just this3 the differences among men as found in fields already referred to1 are found also in matters of religion4 ,for one man it is easy to believe in visions and all other heavenly manifestations2 for another it is next to impossible4 ,to one man the resurrection is the one great reality2 to another it is merely a matter of conjecture4 ,one man feels certain that his prayers are heard and answered2 another feels equally certain that they cannot be4 ,one man is emotionally spiritual2 another is coldly hard-headed and matter-of-fact4 ,the point is not a question which man is right--it is rather that we ought not to attempt to reach each man in exactly the same way1 nor should we expect each one to measure up to the standards of the others4 ,an interesting illustration of this difference in religious attitude was shown recently in connection with the funeral of a promising young man who had been taken in death just as he had fairly launched upon his life's work4 ,in a discussion that followed the service1 one good brother found consolation in the thought that the ,lord needed just such a young man to help carry on a more important work among the spirits already called home4 ,his companion in the discussion found an explanation to his satisfaction in the thought that it was providential that the young man could be taken when he was1 that he thereby might be spared the probable catastrophies that might have visited him had he lived4 ,each man found complete solace in his own philosophy1 though neither could accept the reasoning of the other4 ,an interesting case of difference of view came to the attention of the teacher-training class at ,provo when someone asked how the lesson on ,jonah could be presented so that it would appeal to adolescent boys and girls4 ,the query was joined in by several others for whom ,jonah had been a stumbling block1 when ,brother ,sainsbury1 of ,vernal1 startled the class by saying ,jonah was his favorite story4 ,i would rather teach that story than any other one in the ,bible1 he declared1 and illustrated his method so clearly that the account of ,jonah took on an entirely new aspect4 ,many men and women in the world are shocked at the thought that ,god is a personality4 ,to them the idea that ,god is simply a man made perfect1 a being similar to us1 but exalted to deity1 is akin to blasphemy4 ,and then to add the idea of a heavenly mother is beyond comprehension4 ,to ,latter-day ,saints1 on the other hand1 these thoughts are the very glory of ,god4 ,to them a man made perfect is the noblest conception possible4 ,it makes of ,him a reality4 ,and the thought of ,mother--,heaven without a ,mother would be like home without one4 ,and so with all the principles and conceptions of religion1 men's reactions to them are as varied as they are to all the other facts of life4 ,everywhere the opinions1 the capacities1 the attainments of men vary4 ,the law of individual differences is one of the most universal in our experience4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,ix #a4 ,just what is the meaning of the term ,individual ,differences8 #b4 ,illustrate such differences in families with which you are familiar4 #c4 ,apply the test to your ward choir4 #d4 ,name and characterize twenty men whom you know4 ,how do they differ8 #e4 ,have a report brought in from your public school on the results of given tests in arithmetic1 spelling1 etc4 #f4 ,have the members of your class write their opinions relative to some point of doctrine concerning which there may be some uncertainty4 #g4 ,observe the attitude and response of each of the members of a typical ,sunday ,school1 ,kindergarten1 of an advanced ,m4,i4,a4 class4 #h4 ,illustrate individual differences as expressed in the religious attitudes of men you know4 #i4 ,to what extent are boys different from girls in mental capability and attitude8 ,,helpful ,,references ,those listed in ,chapter ,,vii4 ,,chapter ,x ,,individual ,,differences ,,and ,,teaching ,,outline--,,chapter ,x ,the causes of individual differences4--,norsworthy and ,whitley on the significance of parentage4--,the teacher's obligation to know parents4--,the influence of sex4--,environment as a factor4--,thorndike quoted4--,b4,h4 ,jacobsen on individual differences4 ,so far we simply have made the point that individuals differ4 ,we are concerned in this chapter in knowing how these differences affect the teaching process4 ,fully to appreciate their significance we must know not only that they exist1 and the degree of their variation1 but also the forces that produce them4 ,on the side of heredity1 race1 family1 and sex1 are the great modifying factors4 ,practically1 of course1 we are concerned very little as ,church teachers with problems of race4 ,we are all so nearly one in that regard that a discussion of racial differences would contribute but little to the solution of our teaching problem4 ,the matter of family heritage is a problem of very much more immediate concern4 ,someone has happily said3 ,really to know a boy one must know fully his father and his mother4 ,yes1 says a commentator1 and he ought to know a deal about the grandfather and grandmother4 ,the significance of parentage is made to stand out with clearness in the following paragraph from ,norsworthy and ,whitley1 ,the ,psychology of ,childhood3 ,just as good eyesight and longevity are family characteristics1 so also color blindness1 left-handedness1 some slight peculiarity of structure such as an extra finger or toe1 or the ,hapsburg lip1 sense defects such as deafness or blindness1 tendencies to certain diseases1 especially those of the nervous system1--all these run in families4 ,certain mental traits likewise are obviously handed down from parents to child1 such as strong will1 memory for faces1 musical imagination1 abilities in mathematics or the languages1 artistic talent4 ,in these ways and many others children resemble their parents4 ,the same general law holds of likes and dislikes1 of temperamental qualities such as quick temper1 vivacity1 lovableness1 moodiness4 ,in all traits1 characteristics1 features1 powers both physical and mental and to some extent moral also1 children's original nature1 their stock in trade1 is determined by their immediate ancestry4 ',we inherit our parents' tempers1 our parents' conscientiousness1 shyness and ability1 as we inherit their stature1 forearm and span1' says ,pearson4 ,the teacher who would really appreciate the feelings and responses of a boy in his class must be aware1 therefore1 that the boy is not merely one of a dozen type individuals--he is a product of a particular parentage1 acting as he does largely because he was born that way4 ,we shall point out in connection with environmental influences the importance of a teacher's knowing the home condition of his pupils2 but it is important here1 in passing1 to emphasize the point that even though a child were never to live with its parents it could be understood by the teacher acquainted with the peculiar traits of those parents4 ,born with a bent is a proverb of such force that it cannot be ignored4 ,to know the parental heritage of a boy is to anticipate his reaction to stimuli--is to know what approach to make to win him4 ,because of the fact that in many of our organizations we are concerned with the problem of teaching boys and girls together1 the question of the influence of sex is one which we must face4 ,there are those who hold that boys and girls are so fundamentally different by nature that they ought not to be taught coeducationally4 ,others maintain that they are essentially alike in feeling and intellectuality1 and that because of the fact that eventually they are to be mated in the great partnership of life they should be held together as much as possible during the younger years of their lives4 ,most authorities are agreed that boys and girls differ not so much because they are possessed of different native tendencies1 but because they live differently--they follow different lines of activity1 and therefore develop different interests4 ,to quote again from ,norsworthy and ,whitley3 ,that men and women are different1 that their natures are not the same1 has long been an accepted fact4 ,out of this fact of difference have grown many hot discussions as to the superiority of one or the other nature as a whole4 ,the present point of view of scientists seems well expressed by ,ellis when he says1 ',we may regard all such discussions as absolutely futile and foolish4 ,if it is a question of determining the existence and significance of some particular physical sexual difference1 a conclusion may not be impossible4 ,to make any broad statement of the phenomena is to recognize that no general conclusion is possible4 ,now and again we come across facts which group themselves with a certain uniformity1 but as we continue1 we find other equally important facts which group themselves with equal uniformity in another sense4 ,the result produces compensation4' ,the question of interest then is1 what in nature is peculiar to the male sex and what to the female8 ,what traits will be true of a boy1 merely because he is a boy1 and vice versa8 ,this has been an extremely difficult question to answer1 because of the difficulty encountered in trying to eliminate the influence of environment and training4 ,boys are what they are because of their original nature plus their surroundings4 ,some would claim that if we could give boys and girls the same surroundings1 the same social requirements1 the same treatment from babyhood1 there would be no difference in the resulting natures4 ,training undoubtedly accentuates inborn sex differences1 and it is true that a reversal of training does lessen this difference2 however1 the weight of opinion at present is that differences in intellect and character do exist because of differences of sex1 but that these have been unduly magnified4 ,h4,b4 ,thompson1 in her investigation entitled ,the ,mental ,traits of ,sex1 finds that ',motor ability in most of its forms is better developed in men than in women4 ,in strength1 rapidity of movement1 and rate of fatigue1 they have a very decided advantage1 and in precision of movement a slight advantage4444 ,the thresholds are on the whole lower in women1 discriminative sensibility is on the whole better in men4444 ,all these differences1 however1 are slight4 ,as for the intellectual faculties1 women are decidedly superior to men in memory1 and possibly more rapid in associative thinking4 ,men are probably superior in ingenuity4444 ,the data on the life of feeling indicate that there is little1 if any1 sexual difference in the degree of domination by emotion1 and that social consciousness is more prominent in men1 and religious consciousness in women4' ,pearson1 in his measurement of traits1 not by objective tests but by opinions of people who know the individual1 finds that boys are more athletic1 noisy1 self-assertive1 self-conscious2 less popular1 duller in conscience1 quicker-tempered1 less sullen1 a little duller intellectually and less efficient in penmanship4 ,heymans and ,wiersma1 following the same general method as ,pearson1 state as their general conclusions that the female is more active1 more emotional1 and more unselfish than the male4 ',they consider women to be more impulsive1 less efficient intellectually1 and more fickle than men as a result of the first two differences mentioned above2 to be gifted in music1 acting1 conversation and the invention of stories1 as a result in part of the second difference2 and to think well of people and to be easily reconciled to them as a result of the third4' ,thorndike finds the chief differences to be that the female varies less from the average standard1 is more observant of small visual details1 less often color-blind1 less interested in things and their mechanisms1 more interested in people and their feelings1 less given to pursuing1 capturing and maltreating living things1 and more given to nursing1 comforting and relieving them than is the male4 ,h4 ,ellis considers the chief differences to be the less tendency to variability1 the greater affectability1 and the greater primitiveness of the female mind1 and the less ability shown by women in dealing with the more remote and abstract interests in life4 ,all the authors emphasize the smallness of the differences2 and after all the striking thing is not the differences between the sexes1 but the great difference within the same sex in respect to every mental trait tested4 ,the difference of man from man1 and woman from woman1 in any trait is almost as great as the differences between the sexes in that trait4 ,sex can be the cause1 then1 of only a fraction of the difference between the original nature of individuals4 ,it is reasonably certain1 then1 that a teacher may safely appeal to both boys and girls on the ground of the fundamental instincts1 feeling confident that common stimuli will produce largely the same results4 ,important as it is that we know what our pupils are from their parentage1 it is even more important in the matter of religious instruction that we shall appreciate the force of the varieties of environment that have been operative4 ,though boys and girls may be essentially alike at the outset of their lives they may be thrown into such associations as to make their ideals and conduct entirely different4 ,fancy the contrast between the case of a girl brought up for fifteen years in a household of refinement and in a companionship of gentility1 and the case of a boy who during the same years has been the pal of bullies on street corners4 ,surely stimuli that are to promote proper reaction in these two cases will have to be suited to the person in question4 ,then1 too1 the teacher must realize that one child may come from a home of faith1 confidence1 and contentment2 whereas1 another may come from a home of agitation1 doubt1 and suspicion4 ,one may have been taught to pray--another may have been led to disbelieve4 ,one may have been stimulated to read over sacred books--another may have been left to peruse cheap1 sensational detective stories4 ,to succeed in reaching the hearts of a group of such boys and girls1 a teacher surely ought to be aware of individual differences and ought to be fortified with a wealth of material so that the appeal may be as varied as possible4 ,to quote from ,thorndike's ,principles of ,education3 ,a teacher has to choose what is for the greatest good of the greatest number4 ,he cannot expect to drive forty children abreast along the highroad of education4 ,yet the differences in children should not blind us to their likenesses4 ,we need general principles and their sagacious application to individual problems4 ,the worst error of teachers with respect to individual differences is to neglect them1 to form one set of fixed habits for dealing with all children1 to teach 'the child instead of countless different living individuals4' ,to realize the varieties of human nature1 the nature and amount of mental differences1 is to be protected against many fallacies of teaching4 ,our treatment of individual differences was well summed up in the following paper by ,b4,h4 ,jacobsen1 a member of the ,b4,y4,u4 ,teacher-,training class3 ,the ,significance of ,individual ,differences in ,teaching ,individual instruction in our religious organizations as in the public schools is under present condition impracticable4 ,we are compelled to teach in groups or classes of somewhat varying size4 ,consequently1 it is of prime importance for the teacher1 in trying to apply that fundamental principle of pedagogy--an understanding of the being to be taught--to know first what characteristics and tendencies1 whether native or acquired1 are known to a large majority of the children in the class4 ,leaving out of consideration the possible presence of subnormal children1 the language used must be clear and simple enough to be comprehended by all2 the great majority of the questions must be intended for all to find answers to2 the stories1 illustrations1 incidents1 pictures1 and various devices employed must be reasonably within the range of experience and comprehension of all members4 ,at the same time1 it is important to recognize the fact that1 after all1 the class as a whole does not in any very fundamental1 pedagogical sense constitute the objective unit of instruction4 ,though it seems natural for most teachers to look upon the class as a more or less uniform mass1 and the exigencies of the situation make this to some extent unavoidable1 still the individual child remains always the real unit1 and furthermore the units are all different--in appearance1 training and temperament4 ,in general the methods and material will be uniform for all1 but there will still be abundant opportunity for exercising little individual touches and tricks in relation to individual pupils1 especially those who vary somewhat widely from the average4 ,even such a superficial matter as size1 especially superior size1 might profitably receive a little special consideration by the teacher and thus at times save some pupil a little physical embarrassment4 ,the boy unusually active might be given some physical task to perform1 even if it has to be provided for the occasion1 though it must not be too artificially created1 as this is sure of detection4 ,questions requiring more than ordinary mental ability to answer may be directed to those of superior alertness and intelligence1 who may also be given more difficult subjects to look up for presentation to the class4 ,special interests in animals1 flowers1 books1 aeroplanes1 industries1 vocations1 should be discovered and utilized by the watchful teacher4 ,even though the connection may be a little remote1 any contribution of real interest and value is legitimate in order to relieve the monotony of a dull class4 ,pupils differ very widely in temperament and disposition as well as in capacity4 ,the timid boy or girl should be given special encouragement and commendation1 while the over-bold will take no injury from a mild squelch occasionally4 ,the child of gloomy disposition should if anything have more smiles and sunny words sent his way than the cheerful one1 who is in no danger of losing his share4 ,the talkative child will need cautioning and careful directing1 while the one who seldom speaks needs the frequent stimulus of a kind and encouraging look or word4 ,the child who is naturally docile and obedient will develop smoothly and without great need of special attention and direction1 while the stubborn1 the rebellious1 the untractable child1 the cause of continual worry and solicitude1 is the one on whom special thought must be bestowed2 for his soul is no less precious in the sight of ,god1 and the wise teacher may be the means of making him a useful citizen1 as well as directing him in the way of working out his eternal salvation4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,x #a4 ,discuss the relative significance of race1 sex1 family1 and environment as factors producing individual differences4 #b4 ,why is it essential that teachers know the parents of pupils8 #c4 ,what are the advantages of having boys and girls together in class8 ,what are the arguments for separating them8 #d4 ,how can a teacher be governed by the force of individual differences when he has to teach a group of forty pupils8 #e4 ,discuss the statement that teaching is both a social and an individual process4 #f4 ,choose a subject of general interest and illustrate how it might be presented to satisfy different types of pupils4 ,,helpful ,,references ,those listed in ,chapter ,,vii4 ,,chapter ,,xi ,,attention ,,outline--,,chapter ,,xi ,attention the mother of learning4--,gregory quoted4--,the fact of attention in the ,army4--,what attention is4--,illustrations4--,attention and interest4--,the three types of attention3 ,involuntary1 nonvoluntary1 voluntary4--,how to secure attention4--,interest the great key to attention4 ,in that stimulating little book1 ,the ,seven ,laws of ,teaching1 by ,gregory1 et al1 the second law is stated in these words3 ,a learner is one who attends with interest to the lesson4 ,expressed as a rule of teaching1 the law is made to read3 ,gain and keep the attention and interest of the pupils upon the lesson4 ,do not try to teach without attention4 ,as a matter of fact1 it is impossible to teach without attention4 ,a person may hold class--go through the formality of a class exercise--but he can really teach only him who attends4 ,the first big1 outstanding thought with reference to attention is that we should secure it1 not so much in the interest of order1 important as it is in that connection1 but because it is the sine qua non of learning4 ,a boy may sit in a class in algebra for weeks1 with his mind far afield on some pet scheme1 or building palatial edifices in the air1 but not until he attends does he begin to grasp the problems presented4 ,it is literally as well as scripturally possible to have ears and hear not4 ,attention is the mother of learning4 ,think of the force of that word attention in the ,american ,army4 ,it is a delight to see the ranks straighten to that command--would that our messages of truth could challenge the same response from that vast army of seekers after truth--the boys and girls of the ,church4 ,the soldier at attention not only stands erect1 nor does he merely keep silence--he is eagerly receptive--anxious to receive a message which he is to translate into action4 ,his attitude1 perhaps1 is our best answer to the question1 ,what is attention8 ,betts says1 ,the concentration of the mind's energy on one object of thought is attention4 ,as ,magnusson expresses it1 ,attention is the centering of consciousness on a portion of its contents4 ,and ,angell adds1 ,attention is simply a name for the central and most active portion of the field of consciousness4 ,the mind1 of course1 during waking hours1 is never merely passive4 ,with its flood of ideas it is always recalling1 observing1 comparing1 analyzing1 building toward conclusions4 ,these processes go on inevitably--go on with little concern about attention4 ,but when we narrow the field--when we bring our mental energy to a focus on something specific and particular we then attend4 ,betts1 in his ,the ,mind and ,its ,education1 very happily illustrates the meaning of attention3 ,attention ,measures ,mental ,efficiency4--,in a state of attention the mind may be likened to the rays of the sun which have been passed through a burning glass4 ,you may let all the rays which can pass through your window pane fall hour after hour upon the paper lying on your desk1 and no marked effects follow4 ,but let the same amount of sunlight be passed through a lens and converged to a point the size of your pencil1 and the paper will at once burst into flame4 ,to follow another analogy1 attention is to the energies of the mind what the pipe line leading into the power plant is to the water in the canyon above4 ,it directs and concentrates for the generation of power4 ,just as the water might run on and on to little or no purpose1 so the energies of a boy or girl may be permitted to drift aimlessly toward no conviction unless the teacher wins him to an attention that rivets truth to his life4 ,in a discussion of attention the question of the relation of interest to attention is bound to arise4 ,do we attend to things because they are interesting8 ,or are we interested in things because we give them our attention8 ,the two terms are so interwoven in meaning that they are frequently treated under one chapter heading4 ,our purpose here is not to attempt to divorce them1 but rather to give them emphasis because of their significance in the teaching process4 ,attention denotes a focusing of mental energy on a particular idea or object2 interest1 subjectively considered1 is an attitude of mind4 ,perhaps we can get a clearer idea of the two terms if we consider the various types of attention4 ,first of all there is what is called ,involuntary attention4 ,this is the type over which the mind has little or no control4 ,a person sits reading--his attention fixed on the page in front of him--when suddenly a rock crashes through the window immediately behind him4 ,he jumps to see what is wrong4 ,his attention to his book is shifted to the window1 not because he wills it so1 but because of the suddenness and force of the stimulus4 ,the excitation of the auditory nerve centers compels attention4 ,the attendant feeling may be one of pleasure or of pain--there may be an interest developed or there may not4 ,involuntary attention clearly does not rest upon interest4 ,then there is what is called ,nonvoluntary attention4 ,i go to a theatre and some particular musical number is featured4 ,it grips my interest and ,i follow it with rapt attention1 wholly without conscious effort4 ,unlike the case of a sudden noise1 in this experience my attention is not physiologically automatic--,i could control it if ,i chose--but ,i choose now to give it4 ,interest clearly is the motor power behind such attention4 ,then1 finally1 there is ,voluntary attention4 ,i sit at a table working out a problem in arithmetic4 ,outside there is being played a most exciting ball game4 ,my interests are almost wholly centered in the outcome of the game1 but duty bids me work out my problem4 ,i make myself attend to it in spite of the pull of my natural interests4 ,and so attention is seen to be purely the result of physiological stimulus2 it is seen to accompany--fairly to be born out of it--interest4 ,it is seen to be the result of an operation of the will against the natural force of interest4 ,this three-fold classification is of particular significance to the teacher4 ,he may be sure that if he resorts to the use of unusual stimuli he can arrest attention1 though by so doing he has no guarantee of holding it2 he may feel certain of attention if he can bring before pupils objects and ideas which to them are interesting2 he may so win them to the purposes of his recitation that they will give attention even though they are not interested in what may be going on for the time being4 ,it is evident1 however1 that resorting to violent stimuli is dangerous1 that forced attention is ultimately disagreeable and certainly not a modern commonplace in experience1 that attention which attends genuine interest is the attention most generally to be sought4 ,one question still remains3 ,how shall we proceed to secure and to hold attention8 ,in the first place we should remind ourselves that it is a difficult matter to give sustained attention to a single object or idea1 unless the object or idea changes4 ,the difficulty is greater with children than with adults4 ,in the second place we should be mindful that it is poor policy either to demand attention or to beg for it4 ,where attention has to be secured out of disorder we are justified in making use of stimuli that shock pupils into attention4 ,one of the best illustrations of this sort of procedure was the method used in the ,david ,belasco theatre in ,new ,york to get audiences quiet for the opening of the performances4 ,mr4 ,belasco was convinced that the orchestra had become a mere accompaniment to the clatter and noise of the audience and so he did not trust to that means to secure order4 ,in fact1 he discarded the orchestra idea4 ,at the appointed hour for the curtain to rise1 his theatre became suddenly dark4 ,so dark that the blackness was startling4 ,immediately upon the silence that attended the shock the soft chiming of bells became audible which led the audience to strain in an attempt to catch fully the effect of the chime4 ,at that point the curtains were drawn and the first lines of the play fell upon the ears of a perfectly quiet audience4 ,it is safer and better1 of course1 to anticipate disorder by getting the lesson under way in an interesting manner4 ,these artificial devices are serviceable as emergency measures as well as helpful as restful variations in a class hour4 ,change in posture1 group exercises1 periods of relaxation1 all help to make attention the more easily possible4 ,the key to sustained attention1 when all is said and done1 is interest4 ,there is no substitute for the fascination of interest4 ,as ,magnusson says3 ,monotony is the great enemy of attention4 ,interest is the attention-compelling element of instincts and desires4 ,the teacher can feel assured of success only when he is so fully prepared that his material wins attention because of its richness and appropriateness4 ,special thought should be given in the preparation of a lesson to the attack to be made during the first two minutes of a recitation4 ,a pointed1 vital question1 a challenging statement1 a striking incident1 a fascinating1 appropriate story1 a significant quotation--these are a few of the legitimate challenges to attention4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xi #a4 ,discuss the statement3 ,there is no such thing as inattention2 when pupils appear inattentive1 they are singly attentive to something more interesting than the lesson4 #b4 ,explain the force of attention in the learning process4 #c4 ,what is attention8 #d4 ,discuss and illustrate the different types of attention4 #e4 ,give some practical suggestions on the securing of attention4 #f4 ,point out the distinction between attention and interest4 #g4 ,discuss the effect of monotony on attention4 #h4 ,how do children and adults differ in their powers of attention8 ,,helpful ,,references ,pillsburg1 ,attention2 ,norsworthy and ,whitley1 ,psychology of ,childhood2 ,strayer and ,norsworthy1 ,how to ,teach2 ,betts1 ,how to ,teach ,religion2 ,weigle1 ,talks to ,sunday ,school ,teachers2 ,fitch1 ,the ,art of ,securing ,attention2 ,thorndike1 ,principles of ,teaching2 ,dewey1 ,interest and ,effort in ,education2 ,brumbaugh1 ,the ,making of a ,teacher4 ,,chapter ,,xii ,,what ,,makes ,,for ,,interest ,,outline--,,chapter ,,xii ,individual differences and interest4--,what makes for interest4--,interest begets interest4--,preparation is a great guarantee4--,knowledge of the lives of boys and girls a great help4--,the factors of interestingness3 ,the ,vital1 ,the ,unusual1 ,the ,uncertain1 ,the ,concrete1 ,the ,similar1 ,the ,antagonistic1 ,the ,animate4 ,after discussing the relation of interest to attention we still face the question3 ,what is it that makes an interesting object1 or an idea interesting8 ,why do we find some things naturally interesting while others are dull and commonplace8 ,of course1 everything is not equally interesting to all people4 ,individual differences make clear the fact that a certain stimulus will call for a response in one particular person1 quite unlike the response manifested in a person of different temperament and training4 ,but psychologists are agreed that in spite of these differences there are certain elements of interests that are generally and fundamentally appealing to human nature4 ,to know what it is that makes for interest is one of the prerequisites of good teaching4 ,but before naming these factors of interestingness1 may we not also name and discuss briefly some other essentials in the matter of creating and maintaining interest8 ,in the first place it is good to remember that a teacher who would have his pupils interested must himself be interested4 ,if he would see their faces light up with the glow of enthusiasm1 he must be the charged battery to generate the current4 ,interest begets interest4 ,it is as contagious as whooping cough--if a class is exposed it is sure to catch it4 ,the teacher who constantly complains of a dull class1 very likely is simply facing a reaction to his own dullness or disagreeableness4 ,blue ,monday isn't properly so named merely because of the drowsy pupil4 ,the teacher inevitably sets the pace and determines the tone of his class4 ,many a teacher when tired1 or out of patience1 has concluded a recitation feeling that his pupils were about the most stupid group he has ever faced2 the same teacher keyed up to enthusiasm has felt at the close of another recitation that these same pupils could not be surpassed4 ,a student with whom the writer talked a short time ago remarked that she could always tell whether the day's class was going to be interesting under a particular teacher as soon as she caught the mood in which she entered the classroom4 ,half-heartedness1 indifference1 and unpleasantness are all negative--they neither attract nor stimulate4 ,interest and enthusiasm are the sunshine of the classroom--they are to the human soul what the sun's rays are to the plant4 ,the second great guarantee of interest is preparation4 ,the teacher needs to have his subject matter so thoroughly in mind that1 free from textbook and notes1 he can reach out to a real contact with his boys and girls4 ,if his eyes are glued to his book1 he cannot hope to arouse keen interest4 ,the eye is a great force in gripping the attention of a class or audience4 ,they want nothing to stand between them and the speaker4 ,not long ago one of the most forceful and eloquent public speakers in ,utah failed miserably1 in addressing a thoroughly fine audience1 because he was lost in the machinery of his notes4 ,his material was excellent--his power as an orator unquestioned--yet he was bound down by a lack of preparation that cost him the mastery of his audience4 ,not only does adequate preparation enable a teacher to reach out and take hold of his pupils2 it makes it possible for him to capitalize on the situations that are bound to arise in class discussion4 ,a concrete illustration to clear up a troublesome question1 an appropriate incident to hit off some general truth1 a happy phrase to crystallize a thought--all these things are born only of adequate preparation4 ,not long ago a candidate for the presidency of the ,united ,states delighted an audience of ten thousand or more in the ,salt ,lake ,tabernacle by his remarkable handling of questions and comments thrown at him from that vast audience4 ,there was no hesitancy or uncertainty4 ,he spoke as one who knew4 ,he was prepared4 ,he had so lived with the questions of the day that they fairly seemed to be part of him4 ,the interesting teacher never teaches all he knows4 ,his reserve material inspires both interest and confidence4 ,a class begins to lose interest in a teacher the moment they suspect that his stock in trade is running low4 ,the mystery1 how one small head could carry all he knew1 is still fascinating4 ,thorough preparation1 moreover1 minimizes the likelihood of routine1 the monotony of which is always deadening4 ,a class likes a teacher--is interested in him--when it can't anticipate just what he is going to do next and how he is going to do it4 ,a further aid in holding interest is to know intimately the life of the boys and girls taught4 ,to appreciate fully their attitude--to know what sort of things in life generally appeal to them--is a very great asset to any teacher4 ,if a teacher knows that a boy's reaction to the story of the ,israelites' crossing the ,red ,sea is that that story is some bunk1 he is fortified in knowing how to present other subjects which are similar tests to a boy's faith and understanding4 ,to know pupils' attitudes and mode of life is to know what sort of illustrations to use1 what emphasis to put upon emotional material1 what stress to lay on practical application4 ,in short1 it is to know just how to connect up4 ,it stimulates to a testing of values so that a teacher selects and adapts his material to the needs of the boys and girls whom he teaches4 ,and1 finally1 as a key to interest1 a teacher needs to know what the factors of interestingness are4 ,according to the findings of the ,public ,speaking ,department of the ,university of ,chicago1 they are summed up in these seven terms3 ,the ,vital ,the ,unusual ,the ,uncertain ,the ,concrete ,the ,similar ,the ,antagonistic ,the ,animate ,this list becomes more and more helpful as it is pondered4 ,it is surprising to find how experience can be explained on the score of interest by reference to these terms4 ,those things are vital which pertain to life--which affect existence4 ,dangers are always interesting4 ,catastrophies are fascinating4 ,just today all ,america is scanning the newspapers throughout the country to find an explanation of the ,wall ,street explosion4 ,we shall not soon forget the feverish interest that gripped the people of the world during our recent world wars4 ,when life is at stake1 interest runs high4 ,so it does when property1 liberty1 and other sacred rights1 so vital to life1 are affected4 ,anything vital enough to justify the publication of an extra may be depended upon to grip the interest of men and women4 ,it is equally clear that a fascination attaches to things that are unusual4 ,new styles attract because of this fact4 ,let a man oddly dressed walk along a thoroughfare--the passersby are interested immediately4 ,a loud hat or necktie1 or other item of apparel1 attracts attention because it is out of the ordinary4 ,much of the interest and delight in traveling lies in this element of the new and unusual which the traveler encounters4 ,the experiences of childhood which stand out most prominently are usually those which at the time riveted themselves to the mind through the interest of their extraordinariness4 ,every reader knows the fascination of uncertainty4 ,how will the book turn out8 prompts many a person to turn through hundreds of pages of a novel4 ,an accident is interesting not only because of its vital significance1 but because there is always a question as to how seriously those involved may be hurt4 ,one of the clearest illustrations of the force of the uncertain is found attending baseball games4 ,let the score stand at #aj to #b in the eighth inning and the grandstands and bleachers begin to empty4 ,few spectators care to remain4 ,the game is too clearly settled4 ,as the boys say1 it is sewed up and there is nothing uncertain to grip interest4 ,but let the score stand #c to #b or #b to #b in the eighth and even the man scheduled home for dinner stays to the end4 ,he wants to know how the game is coming out4 ,it is easier also to be interested in concrete than in abstract things4 ,general truths are not gripping--concrete illustrations of those truths are4 ,if ,i declare that it is important to have faith1 ,i create but little interest in an audience4 ,but if ,i tell that same audience how some individual has been miraculously healed through faith1 ,i have their interest completely4 ,concrete illustrations fit into and link up with our own experiences so easily and forcefully that they are particularly interesting4 ,so1 too1 with things that are similar4 ,the mind naturally links like with like4 ,we are fond of making comparisons4 ,the interest in the similar is due to that fundamental law of learning that we proceed from what is known to that which is unknown and we proceed along points of similarity4 ,and how natural it seems to be interested in things antagonistic6 ,our love of contests of all sorts is evidence of the fact4 ,who can resist the interest that attaches to a quarrel--a fight--a clash of any kind4 ,the best of classes will leave the best of teachers1 mentally at least1 to witness a dog fight4 ,our champion prize fighters make fortunes out of man's interest in the antagonistic4 ,and then1 finally1 we are interested in the animate4 ,we like action4 ,things in motion have a peculiar fascination4 ,who does not watch with interest a moving locomotive8 ,advertising experts appreciate the appeal of the animate1 as is evidenced by the great variety of moving objects that challenge our interest as we pass up and down the streets of a city and we respond to the challenge4 ,in fact1 it is natural to respond to the appeal of all of these seven terms--hence their significance in teaching4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xii #a4 ,discuss the force of individual differences in choosing material that will be interesting4 #b4 ,why is it so essential that the teacher be interested in what he hopes to interest his pupils in8 #c4 ,show how preparation makes for interest4 #d4 ,why is an intimate acquaintance with the lives of pupils so essential a factor with the interesting teacher8 #e4 ,illustrate concretely the force of each of the factors of interestingness4 ,,helpful ,,references ,those listed in ,chapter ,,xi4 ,,chapter ,,xiii ,a ,,laboratory ,,lesson ,,in ,,interest ,,outline--,,chapter ,,xiii ,interest should be inherent in the lesson taught4--,an illustration of dragged in interest4--,interest and the easy idea4--,a proper interpretation of interest4--,how to make the subject of ,fasting interesting4--,the various possibilities4--,how to secure interest in the ,atonement4--,how to secure interest in the ,resurrection4--,how to secure interest in the story of ,jonah4 ,oh1 that's all right1 says one4 ,it is easy enough to talk about interest1 and it's easy to be interesting if you can choose anything you like to amuse a class4 ,but if you have to teach them theology1 and especially some of the dry lessons that are outlined for us1 ,i don't see how we can be expected to make our work interesting4 ,of course1 there is some point to such an objection4 ,having been asked to teach the truths of the gospel of ,jesus ,christ1 we cannot defend the practice of bringing in all kinds of material just because it is funny4 ,and1 of course1 it is true1 too1 that some lesson outlines upon first thought do appear rather forbidding4 ,but it is equally true that there is a path of interest through the most unpromising material1 though that path does not always run alongside the teacher's highroad of ease and unconcern4 ,a false notion of interest is that it denotes mere amusement--that it is something aside from serious and sober thought4 ,the writer recalls visiting a class taught by a person holding such a notion4 ,having given his lesson but little thought he apologized for its lack of interest by saying1 ,now1 boys and girls1 if you will just be quiet while we go over the lesson1 even though it isn't very interesting1 ,i'll read you our next chapter of ,huckleberry ,finn4 ,and yet the lesson1 hurried over1 with a little intensive study could have been made as fascinating as the reading of ,huckleberry ,finn and notably more profitable4 ,another misconception relative to interest is the idea that to make a subject interesting you must so popularize it that you cheapen it4 ,this idea is typified in the snap courses in school--courses made interesting at the expense of painstaking application4 ,as a matter of fact1 to cheapen a thing is ultimately to kill interest in it4 ,genuine interest of real worth is born of effort and devotion to a worthy objective4 ,far from dissipating the mind's energies1 it heightens and concentrates them to the mastery of the bigger and finer things of life4 ,a subject to be made interesting must present some element of newness1 yet must be so linked up with the experience of the learner as to be made comprehensible4 ,it must1 moreover1 be made to appeal as essential and helpful in the life of the learner4 ,the two outstanding queries of the uninterested pupil are3 ,what is it all about8 ,what's the use8 ,let us1 then1 turn to two or three subjects which at first thought may appear more or less dull to see whether there is an approach to them that can be made interesting4 ,members of the teacher-training class at ,provo were asked to name four or five subjects which they regarded hard to stimulate interest in4 ,they named the following3 ,fasting4 ,the ,fall4 ,the ,atonement4 ,the ,resurrection4 ,the ,story of ,jonah4 ,let us suppose that ,i have met my ,second ,intermediate class of eighteen boys and girls to discuss the subject of fasting4 ,i might begin by relating an actual experience in which through fasting and prayer on the part of the members of a particular family a little boy has just been most miraculously restored to health1 after an operation for appendicitis4 ,it was an infection case1 and three doctors agreed there was no possible chance of recovery4 ,a fourth doctor held out the possibility of one chance in a hundred4 ,and yet a two days' fast1 coupled with a faith ,i have seldom seen equalled1 has been rewarded by the complete recovery of the boy1 who is now thoroughly well and strong4 ,such a concrete illustration is one possibility for arousing interest4 ,or1 ,i might proceed with a few definite1 pointed questions3 ,how many of you eighteen boys and girls fasted this month8 ,the answers show that seven have fasted2 eleven have not4 ,i proceed then to inquire why the eleven have failed to fast4 ,various explanations are offered3 ,oh1 ,i forgot4 ,we don't fast in our home4 ,father has to work all day ,sunday2 and so1 because mother has to get breakfast for him1 we all eat4 ,i have a headache if ,i fast1 so ,i think it is better not to4 ,i don't see any use in fasting4 ,going around with a long1 hungry face can't help anyone4 ,it's easy to fast when they won't give you anything to eat4 ,i like to fast just to show myself that ,i don't live to be eating all the time4 ,i believe it's a good thing to give the body a little rest once in a while4 ,i feel different when ,i fast--more spiritual or something4 ,it must be right to fast4 ,the ,church wouldn't ask us to if it wasn't a good thing4 ,the definiteness of these replies1 coupled with the suspense of wondering what the next answer will be1 keeps up a lively interest4 ,a third possibility would be to call for the experiences of the pupils1 or experiences which have occurred in their families1 or concerning which they have read4 ,a very rich compilation of interesting material can be collected under such a scheme4 ,or1 finally1 ,i may choose to proceed immediately with a vigorous analysis and discussion of the whole problem4 ,i arouse interest by quoting a friend who has put the query to me1 ,what is the use of fasting8 and then enlist the cooperation of the class in formulating a reply4 ,together we work out the possible justification of fasting4 ,the following outline may represent the line of our thought3 #a4 ,jesus taught us to fast4 a4 ,his forty days in the wilderness4 b4 ,his injunction to his apostles4 #b4 ,our leaders have instituted fasting in these latter days4 #c4 ,by fasting we develop a mastery over our appetites4 ,the body is made to serve the will4 #d4 ,physiologically1 it is a good thing to fast4 ,many scientists are now recommending regular rests for the digestive organs4 #e4 ,fasting makes possible an elevation of spirit4 #f4 ,our system of fasting makes it possible to see that no one in the ,church wants for food4 #g4 ,fasting enables us to appreciate the feelings of those who are less fortunate in the world than we are1 who are denied the blessings we enjoy4 ,of course1 each idea needs to be introduced and developed in a concrete1 vigorous manner4 ,so treated1 fasting can be made a very fascinating subject4 ,the following suggestions on introducing the lesson on the ,resurrection to little children have been drawn up by one of the most successful kindergarten teachers in the ,church3 ,there are several things to be considered before presenting the lesson on the ,resurrection to little children4 ,first1 the teacher must feel that she can present it4 ,in other words1 she must love the story and feel the importance of it4 ,she must also be able to see the beautiful side and remember that she is teaching1 ',there is no death2 but life eternal4' ,the next question to consider is3 ,how are we going to present it8 ,we must lead the child from the known to the unknown1 through the child's own experience4 ,therefore we go to nature1 because all nature appeals to the child4 ,but in order to create the right atmosphere1 the teacher in selecting the subject must feel that what he has selected is the very thing he wants in order to explain to the child1 ',there is no death4' ,there are several ways in which the subject may be approached through nature4 ,we may take the ,autumn and let the children tell what happens to the trees1 flowers1 and different plants4 ,lead them to see the condition after the leaves are off4 ,then what will happen next ,spring4 ,or we may take one specific tree or brush and talk of the twig where the leaves were in the summer1 but have now fallen to the ground4 ,the twig looks dead4 ,but on opening the bud and removing the brown covering we find the tiny leaf inside waiting and preparing to come forth in the ,spring4 ,the bulb may be used in a similar way1 leading the child to see the bulb as it is before planting1 then to see what happens when we plant it4 ,the caterpillar may also be used4 ,here we have the live worm getting ready to go into his cocoon and is absent for some time2 then he returns1 only in another form4 ,a higher stage4 ,lead the child to see that every thing in nature has a period of changing1 of apparently going away for a short time1 but is not dead--it returns to life4 ,be sure to have the objects you are talking about before the class1 while you are discussing the subject4 ,if not obtainable1 use a picture1 or draw them4 ,the problem of the story of ,jonah is usually submitted with a twinkle in the eye of him who raises the question4 ,the world has so generally relegated it to the heap of the impossible that even some of our own people look rather amazed when a champion for ,jonah steps forward4 ,and yet this story properly approached is one of the teacher's greatest opportunities4 ,if it is to be presented to small children it can be told very beautifully1 either as a lesson on disobedience or1 from the point of view of the people of ,nineveh1 as a lesson on fasting and prayer4 ,little children will not be troubled with doubt and disbelief unless the teacher fosters such attitudes4 ,to older minds1 of course1 the story already is a good bit of a stumbling block1 and therefore needs to be given thoughtful preparation4 ,at the outset1 with older students1 we ought to lead them into the beauties of the story--beauties which all too frequently are wholly unknown to the ordinary boy or girl4 ,read the story3 ,the call that comes to ,jonah4 ,his hesitancy4 ,his dodging of duty4 ,his selfish judgments4 ,his punishment4 ,his attitude toward the people of ,nineveh4 ,the lesson taught4 ,yes1 says the young skeptic1 but how about the whale idea8 ,do you expect us to believe that stuff8 ,it's contrary to all natural law4 ,let's meet the issue squarely4 ,the ,bible says that ,jonah was swallowed by a big fish4 ,science is agreed that that part of the account is easily possible--nothing contrary to natural law so far4 ,but what about the three days8 ,that surely is4 ,here is a challenge4 ,is it possible that life can be suspended1 and restored8 ,let the scriptures testify4 ,it was so in the case of the daughter of ,jairus4 7,mark #e3bb-dc47 ,so was it in the case of ,lazarus4 7,john #aa3bc-dd47 ,consider the case of the ,son of ,god ,himself6 ,buried in the tomb1 ,jesus rose the third day4 ,if you can believe in the resurrection1 you can believe in the restoration of ,jonah4 ,it is interesting to note that ,jesus ,himself accepted the story of ,jonah4 ,see ,matthew #ab3dj3 ,for as ,jonah was three days and three nights in the whale's belly2 so shall the ,son of man be three days and three nights in the heart of the earth4 ,to doubt ,jonah is to question the ,master4 ,not only so1 but if a person throws out the story of ,jonah1 he faces a chain of miraculous events from one end of the ,bible to the other from which he will have difficulty to escape4 ,you ask me to explain ,jonah1 ,i shall reply by asking you to explain3 ,the creation of man4 ,the flood4 ,the confusion of ,babel4 ,the parting of the ,red ,sea4 ,the three ,hebrews and the furnace4 ,elisha and the ax4 ,the birth of the ,savior4 ,his resurrection4 ,one-third of the account given by ,matthew4 ,your own birth4 ,may one not accept with confidence the word of ,god as contained in the ,doctrine ,covenants1 ,sec4 #ce3h8 ,for ,i am ,god1 and mine arm is not shortened2 and ,i will show miracles1 signs and wonders unto all those who believe on my name4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xiii #a4 ,discuss the proper use of stories in securing and maintaining interest4 #b4 ,point out the danger of bringing in foreign funny material4 #c4 ,show how difficult subjects may be made of even greater interest than easy ones4 #d4 ,use the greater part of this class hour for illustrating how to create interest in subjects ordinarily found hard to teach4 ,,helpful ,,references ,those listed in ,chapter ,,xi4 ,,chapter ,,xiv ,,the ,,more ,,immediate ,,problems ,,in ,,teaching ,,outline--,,chapter ,,xiv ,the steps involved in the preparation of a lesson3 ,the aim2 organization2 illustration2 application2 questions4--,problems involved in the presentation of a lesson3 ,the point of contact2 illustration2 the lesson statement4--,various possibilities4--,the review3 questioning2 application4--,the matter summarized4 ,so many textbooks have been written about teaching--so many points of view have been advanced--such a variety of terminology has been employed1 even in the expression of a single educational notion--that beginning teachers are frequently at a loss to know just how to set about the task of teaching4 ,leaving for further consideration the more purely theoretical aspects of our problem1 let us face the questions of most immediate concern3 ,,how ,,to ,,prepare ,a ,,lesson4 ,,how ,,to ,,present ,a ,,lesson4 ,is there not a common-sense procedure which we can agree to as promising best results in these two fundamental steps8 ,at the outset let us agree that preparation and presentation are inseparable aspects of but one process4 ,preparation consists of the work done behind the scenes--presentation involves the getting over of the results of that work to the audience--the class4 ,frequently teachers are confused because they mistake directions governing preparation as applying to presentation4 ,for instance1 one teacher proceeded to drill a class of small children on the memorizing of the aim--an abstract general truth--unmindful of the fact that the aim was set down for the teacher's guidance--a focus for his preparation done behind the scenes4 ,though in the preparation of a lesson we keep the aim clearly in mind1 and though1 when we stand before our class1 we let it function in the background of our consciousness as an objective in our procedure1 we ought not to hurl it at our class4 ,as a generalized truth it can make but little appeal to young minds1 and it ought to be self-evident1 at the end of a successful recitation1 to mature minds4 ,and so with the matter of organization4 ,we skeletonize our thoughts behind the scenes1 but the skeleton is rather an unsightly specimen to exhibit before a class4 ,the outline should be inherent in the lesson as presented1 but it ought not to protrude so that the means will be mistaken for an end4 ,subsequent chapters will illustrate both the selection of an aim and its elaboration through suitable organization4 ,the successful preparation of a lesson involves at least five major steps4 ,they are named here that the problem of preparation may be grasped as a whole4 ,later chapters will develop at length each step in its turn4 #a4 ,the ,aim4 ,a generalized statement1 a kernel of truth about which all of the facts of the lesson are made to center4 ,a lesson may be built up on a passage of scripture1 on the experience of a person or a people1 or on a vital question1 etc4 ,but in any case1 though we are interested in the facts involved1 we are interested not in the facts as an end in themselves1 but rather because of the truth involved in the facts4 ,in other words1 we seek to sift out of the material offered in a lesson an essential truth which helps us in a solution of the problems of life4 ,attention to the aim is a guarantee against mere running over of matter of fact4 #b4 ,organization4 ,a teacher should outline his lesson so that pupils may easily follow him through the subject matter presented to the ultimate truth that lies beyond4 #c4 ,illustration4 ,illustrations are what make truth vivid4 ,successful teachers owe much of their success to their ability through story or incident to drive home to the experience of pupils those fundamental truths which in their general terms make but little appeal4 ,one of the most helpful practices for teachers who would become effective is the habit of clipping and filing available illustrative material4 ,there is a wealth of rich1 concrete matter appearing regularly in our magazines and other publications4 ,what is good today likely will be equally good a year or two years hence when we shall face the problem of teaching again today's lesson4 ,an alphabetic letter file may be had for a few cents in which can be filed away all sorts of helpful material4 ,it pays to collect and save6 #d4 ,application4 ,having selected his aim1 the teacher knows the result he should like to have follow his lesson1 in the lives of his pupils4 ,he knows1 too1 their tendencies and their needs4 ,in giving attention to application he is merely making a survey of the possible channel into which he can direct his pupils' activities4 ,in considering application he asks1 ,of what use will this material be in the experience of my pupils8 ,the test-application is the real test--both of the subject matter presented and of the effectiveness of the presentation4 #e4 ,questions4 ,finally1 lesson preparation is not complete unless the teacher has formulated a few thought-provoking questions which go to the very heart of the lesson4 ,the question is the great challenge to the seeker after truth4 ,it is easy to ask questions1 but to propound queries that stir pupils to an intellectual awakening is a real art4 ,surely no preparation can be fully complete unless it involves3 ,the selection of an aim4 ,the orderly organization of material4 ,the collecting of rich illustrations4 ,the pondering of facts to their application4 ,the formulating of at least a few thoroughly stimulating questions4 ,can we not agree to these steps as fundamental in the proper preparation of our lessons in all of our ,church organizations8 ,with the subject matter well in mind--the work behind the scenes completed1 the teacher is then prepared for the problem of presentation--is ready to appear on the stage of class activity4 ,the first outstanding problem in lesson presentation is that of the ,point of ,contact4 ,this is a phrase variously interpreted and often misunderstood4 ,perhaps it is not the happiest expression we could wish1 but it is so generally used and is so significant when understood that we ought to standardize it and interpret it as it affects our ,church work4 ,when a class assembles for recitation purposes its members present themselves with all kinds of mental attitudes and mind content4 ,the various groups of a ,mutual class may have been engaged in all sorts of activities just before entering their classroom4 ,one group may have been discussing politics2 another may have been engaged in a game of ball2 a third may have been practicing as a quartette2 and still a fourth may have been busy at office work4 ,facing such a collection of groups stands a teacher who for an hour or more has dismissed all temporal matters1 and has been pondering the spiritual significance of prayer4 ,evidently there is a great mental chasm between them4 ,their coming together and thinking on common ground involves the ,point of ,contact4 ,there must be contact if an influence for good is to be exerted4 ,either the teacher must succeed in bringing the boys to where he is in thought1 or he must go to where they are4 ,teachers in ,bible lessons all too frequently hurry off into the ,holy ,land1 going back some two thousand years1 and leaving their pupils in ,utah and in the here and the present4 ,no wonder that pupils say of such a teacher1 ,we don't 'get' him4 ,to proceed without preparing the minds of pupils for the message and discussion of the lesson is like planting seed without having first plowed and prepared the ground4 ,in the ,bible lesson1 it would be easy to bridge over from the interests of today to those of ,bible days4 ,suppose our lesson is on ,joseph who was sold into ,egypt4 ,instead of proceeding at once with a statement as to the parentage of ,joseph1 etc41 we might well center the interests of these various-minded boys on a current observation of today--a wonderfully fine harvest field of grain4 ,they have all seen that4 ,make a striking observation relative to the grain1 or put a question that will lead them to do that for you4 ,having raised an issue1 you continue by inquiring whether or not the same conditions have prevailed elsewhere and at other times4 ,did they prevail in the days of ,israel8 ,the step then to the story of ,joseph's dream1 etc41 is an easy one4 ,this illustration1 though simple and more or less crude1 indicates that to establish a point of contact1 we must reach out to where the pupil now is1 and lead easily and naturally to where you would have him go4 ,surely we cannot presume that he has already traveled the same intellectual road that we have gone over4 ,suppose we face a group of adolescent boys to teach them a lesson on the importance of their attending church4 ,if we proceed with a preachment on their duties and obligations1 we are quite certain to lose their interest4 ,boys do not like to be preached at4 ,we know1 however1 that they are interested in automobiles4 ,by starting out with some vital observation or question out of the automobile world1 we may count on their attention4 ,following the discussion thus raised1 we might then inquire the purpose of the garages that we find along all public highways4 ,we could dwell upon the significance of repairs in maintaining the efficiency of cars4 ,now we are prepared for the query1 ,is it not essential that we have spiritual garages for the souls of men1 garages where supplies and repairs may be had8 ,the gas of faith4 ,the oil of consolation4 ,the adjustment of repentance4 ,the charging of our spiritual batteries1 etc4 ,once led into the subject1 boys can be made to see that spiritual problems are even more vital than material ones4 ,the point of contact established1 we next face the matter of ,lesson ,statement4 ,the subject matter must either be in mind already because of home preparation1 or the teacher must supply it4 ,in the smaller classes the teacher generally will have to tell in good part what he wishes to convey2 in the larger classes1 there are the possibilities of home preparation1 topical reports1 the lecture1 and the socialized recitation built up by questions and discussions4 ,it is not intended here to discuss the various methods of lesson presentation--the thought being simply that in some way the lesson statement must be presented4 ,then there is the problem of connecting up the present lesson with those that have already been presented4 ,the review is a vital factor in fixing in the mind the relative value of material covered4 ,then1 too1 there is the matter of questioning to test knowledge and stimulate discussion1 together with the weaving in of illustrative material that has already been thought out or which may suggest itself as the lesson progresses4 ,if1 as all this material has been presented1 the application has been made sufficiently clear to the pupils1 the presentation is complete2 otherwise avenues of action should be pointed out1 care being taken to stimulate rather than to moralize4 ,in conclusion1 then1 we have the matter of preparation as follows3 ,,preparation ,as it involves subject matter3 ,as it involves presentation3 #a4 ,the ,aim ,point of ,contact #b4 ,organization ,lesson ,statement #c4 ,illustration ,review #d4 ,application ,illustration #e4 ,questions ,application 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xiv #a4 ,discuss the helpfulness of having a definite procedure in the matter of lesson preparation4 #b4 ,point out the differences between lesson preparation and lesson presentation4 #c4 ,name and discuss the essential steps in preparing a lesson4 #d4 ,to what extent would you favor adopting these steps as the fundamental processes8 #e4 ,discuss the meaning and significance of ,the ,point of ,contact4 #f4 ,why is some kind of lesson statement a prerequisite to a good recitation8 #g4 ,show how this statement may be made4 #h4 ,what do you consider your most valuable device in the preparation of a lesson8 #i4 ,discuss the importance of filing away the material looked up in the preparation of the regular work of teaching4 #aj4 ,indicate some of the best methods of filing4 ,,helpful ,,references ,betts1 ,how to ,teach ,religion2 ,weigle1 ,talks to ,sunday ,school ,teachers2 ,thorndike1 ,principles of ,teaching2 ,strayer and ,norsworthy1 ,how to ,teach2 ,earhart1 ,types of ,teaching2 ,betts1 ,classroom ,method in ,management2 ,bagley1 ,classroom ,management4 ,,chapter ,,xv ,,organizing ,a ,,lesson ,,outline--,,chapter ,,xv ,a review of the steps in lesson preparation4--,the values of outlining4--,objections answered4--,outlining a means1 not an end4--,the essentials in outlining4--,an illustrative outline on prayer4 ,preparing a lesson is no easy matter1 particularly for those teachers who are new to the calling4 ,there are those1 of course1 for whom reading an assigned chapter through constitutes a preparation1 but to the successful teacher this preliminary reading is only the initial step in the process4 ,adequate preparation involves the following questions3 ,what aim shall ,i select out of the material available as the focus for my day's work8 ,how shall ,i build about that aim a body of facts that will establish it as a fundamental truth in life8 ,how shall ,i illustrate the truths presented so that they will strike home in the experiences of my boys and girls8 ,how shall ,i make sure that members of the class will go out from the recitation to put into practice the teachings of the day8 ,what questions ought ,i to ask to emphasize the outstanding points of my lesson8 ,what method of presentation can ,i most safely follow to make my lesson effective8 ,how may ,i discipline my class so that no disturbances will interfere with our discussions8 ,reduced to simple terms1 the matter of preparation together with presentation1 involves the problems of ,organization ,aim ,illustration ,application ,methods of presentation ,questioning ,it is difficult to single out any one factor and treat it as if it were independent of the others--teaching is a complex art with all of these factors inseparably contributing to the results desired--but1 for purposes of clearness1 may we not proceed to give attention to each in its turn that in the end the teaching process may the more definitely stand out in all its aspects8 ,for convenience1 then1 let us in this chapter consider the problem of organization4 ,how to outline a lesson is one of the most fundamental considerations involved in the teaching process4 ,in fact1 it is doubtful whether there is any one more helpful attainment than the ability clearly to outline subject matter4 ,it not only enables the teacher to proceed systematically1 thereby insuring clearness and adequate treatment of a lesson1 but it makes it so easy and profitable for a class to follow the discussion4 ,outlining to teaching is what organization is to business4 ,just as the aim points out the goal we seek1 so the outline indicates the route we shall follow to attain the goal4 ,outlining is simply surveying the road before the concrete is laid4 ,occasionally a teacher objects to outlining on the ground that it is too mechanical--that it destroys spontaneity and the flow of the ,spirit of the ,lord4 ,it has always seemed to the writer that the ,spirit of the ,lord is quite as pleased to follow a straight path as it is to follow a crooked one4 ,outlining is not in any sense a substitute for inspiration--it is merely a guarantee1 by way of preparation1 that the teacher has done his part and can in good conscience ask for that spiritual aid and guidance which he then is entitled to4 ,the fact that order is a law of heaven rather indicates that there is no divine injunction against outlining4 ,of course1 outlining is not an end in itself--it is a means merely to more systematic procedure4 ,two difficulties frequently attach to outlining3 one is that the outline is made so complex that it hinders rather than helps in the matter of clearness2 the other is that a teacher may become outline bound1 in which case his teaching becomes mechanical and labored4 ,such a teacher illustrates clearly the force of the passage1 ,the letter killeth1 but the spirit giveth life4 ,but if the outline is made simple--if it is considered as merely a skeleton upon which is to be built the lesson--it is one of the greatest assets a teacher can have4 ,perhaps we can make the matter clearest by going through the process of outlining a lesson1 indicating the essential steps involved4 ,suppose we are asked to prepare a lesson on prayer4 ,keep in mind that in such a preparation we face the problems listed at the beginning of this chapter3 the aim1 the illustration1 the application1 etc41 and keep in mind also that each of these subjects will be taken up in its turn and that for the present we are concerned primarily with the query1 ,how can ,i organize a lesson on prayer8 ,let us assume1 too1 that we are preparing this lesson for young men and women about twenty years of age4 ,first of all1 ,i must decide why ,i am to teach the subject of prayer4 ,in view of the fact that the matter of the aim is to be considered fully in the succeeding chapter1 suppose we agree that our purpose in this lesson shall be to establish prayer as a habit of life4 ,step number one1 then1 is the selection of an aim--a focus for the thought of the lesson4 ,step number two is the collection of random thoughts4 ,as ,i begin to ponder the subject of prayer and its influence on life1 all sorts of ideas crowd into my mind4 ,perhaps ,i read some one's discussion of prayer--perhaps ,i talk to a friend relative to it--perhaps ,i just ran the subject over in my mind4 ,the thoughts that come to me may be vague and wholly disconnected4 ,my immediate concern is content--order will come later4 ,and so ,i jot down1 either in my mind or on paper1 such ideas as these3 ,prayer is the soul's sincere desire4 ,the ,song ,sweet hour of prayer4 ,what is the use of prayer8 ,are prayers answered8 ,how often should ,i pray8 ,does the ,lord hear and answer our prayers1 or do we answer them ourselves8 ,what kinds of prayers are there8 ,how may ,i know how to pray8 ,should prayers always be answered affirmatively8 ,what are the characteristics of a good prayer8 ,what prayers have impressed me most8 ,and so ,i go on4 ,my task in step two is to scout about intellectually in search of available1 suitable material4 ,many of my jottings may duplicate others already set down2 others may not be appropriate for my need2 still others may be wholly irrelevant4 ,but ,i am seeking a wealth of material that ,i may make my recitation as rich as possible4 ,now1 step three becomes a process of correlation and elimination--a process of hitting upon my main headings--setting up the milestones to mark my course of development4 ,and ,i so sift the material in my mind and sort it out under appropriate captions4 ,after a good bit of intellectual rummaging about1 ,i find that my random thoughts on prayer fall rather naturally into four main divisions1 each capable of expression in a question3 ,i4 ,what is prayer8 ,,ii4 ,why should ,i pray8 ,,iii4 ,how should ,i pray8 ,,iv4 ,when should ,i pray8 ,but now that ,i have these major headings1 ,i still face the problems of enriching them and elaborating them so that they will have body enough to stand4 ,in other words1 ,i build up my sub-headings4 ,under the first question1 for instance1 ,i group these thoughts3 ,i4 ,what ,is ,prayer8 #a4 ,it is communion with ,god4 #b4 ,it is the key to ,god's storehouse4 #c4 ,it is the key to ,god's heart4 #d4 ,it is ,the soul's sincere desire4 #e4 ,it is the great anchor of faith4 ,under question two1 ,i group3 ,,ii4 ,why ,should ,i ,pray8 #a4 ,because ,i am commanded of the ,lord to pray4 #b4 ,because through prayer ,i keep in tune with the ,spirit of the ,lord4 #c4 ,because it is through prayer that ,i acknowledge the goodness of ,god4 #d4 ,because through prayer ,i petition for needed blessings4 #e4 ,because through prayer ,i establish and preserve an attitude of humility4 ,under question three3 ,,iii4 ,how ,should ,i ,pray8 #a4 ,simply4 #b4 ,sincerely4 #c4 ,in spirit4 #d4 ,after the pattern of ,his prayer4 #e4 ,in secret as well as in public4 ,under question four3 ,,iv4 ,when ,should ,i ,pray8 #a4 ,regularly4 #b4 ,morning and evening4 #c4 ,to meet special needs4 #d4 ,my attitude should always be one of prayerfulness4 ,this matter of organization may be diagrammatically illustrated as follows3 ,random ,thoughts ,organized ,thoughts ,the hymn ,the song ,what is the use ,,focus ,i4 ,what is ,prayer8 of prayer8 or ,,aim ,,ii4 ,why should ,i pray8 ,are prayers answered8 ,to establish ,,iii4 ,how ,should ,i ,pray8 ,how often should prayer as a ,i pray8 life habit4 ,,iv4 ,when ,should ,i ,pray8 ,what are the characteristics of a good prayer1 etc48 ,in short1 organizing involves the search for thought and the bringing of order out of chaos4 ,having selected the aim1 the main headings1 and the sub-headings1 we now face step four--the enriching of these sub-headings in illustration1 incident1 etc41 so that we may link up these thoughts with the experience of our pupils4 ,we may think of so much stimulating material that during the ordinary class hour we can cover well only one of these questions4 ,our purpose and the needs of the class must determine the extent of our detail4 ,the actual material that could be used to enrich this lesson on prayer will be given in the chapter on illustration4 ,step five involves the problem of application1 or carry-over into life--a subject to which another chapter will be devoted4 ,of course1 we ought to say here1 in passing1 that application is not something added to or tacked on a lesson4 ,it may be emphasized at the close of a lesson1 but in reality it pervades and is inherent in the whole lesson4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xv #a4 ,what is meant by calling teaching a composite process8 #b4 ,point out the essential advantages in outlining lessons4 #c4 ,show how outlining is not in conflict with inspiration4 #d4 ,name the essential steps in lesson organization4 #e4 ,choose a subject from one of the manuals now in use in one of our organizations and build up a typical lesson4 ,,helpful ,,references ,those listed in ,chapter ,,xiv4 ,,chapter ,,xvi ,,illustrating ,,and ,,supplementing ,a ,,lesson ,,outline--,,chapter ,,xvi ,the force of illustrations4--,three kinds of illustration material3 #a4 maps2 #b4 pictures2 #c4 incidents4--,the force of maps and map drawing4--,the appeal of good pictures4 ,,illustrations ,illustrative material for a lesson on prayer4 ,having discussed the organization of a lesson together with the formulation of the aim1 let us now turn to the problem of illustrating and supplementing a lesson4 ,in organizing a subject for teaching we drive the nails of major thoughts--through illustration we clinch those nails so that they will be less likely to pull out of the memory4 ,the three chief classes of illustrative and supplementary material are3 ,maps1 pictures1 incidents--actual1 imaginary4 ,it is clear that in the lesson outlined on prayer1 in chapter fourteen1 we should have little occasion for the use of a map4 ,we can1 however1 in connection with that lesson1 point out the force of pictures and incidents4 ,maps naturally are of greatest service in lessons with historical and geographical background4 ,the journeyings of ,israel mean so much more to us when we can follow them from place to place on a good map4 ,so the ,book of ,mormon account clears up if we are similarly guided4 ,had we authentic maps of the lands named in the ,book of ,mormon1 how much clearer and more interesting the history would become6 ,we would know the exact spot on our present-day maps where ,lehi and his family landed from their heaven-directed barges2 we would know where to find the land ,bountiful2 where may now be found the ancient site of the ,city of ,zarahemla2 where flows the ,river ,sidon2 what country is indicated by the land northward2 the journeys of the ,nephites as they were being driven2 what states saw there continued struggles against their inveterate enemies1 the ,lamanites1 and how they reached their final battle-ground near the ,hill ,cumorah4 ,to visit with ,jesus in ,palestine adds a charm to the ,new ,testament that is really hard to evaluate1 and surely the travels of our own pioneers call for the aid of a good map4 ,thoroughly to appreciate all that they did requires that we travel over the wonderful trail they followed--that being impossible1 the next nearest approach is to see actually drawn out the magnitude of their achievement4 ,the appeal to the eye couples so forcefully with the appeal to the ear that no classroom ought to be without its maps4 ,perhaps it is not beyond possibilities to conceive that at a not distant date we shall have made available films for class use to intensify the great lessons we draw from history4 ,pictures make a wonderful appeal1 particularly so to children4 ,it is impossible to measure the inspirational appeal that a single masterpiece exerts on a class of boys and girls4 ,a theological class in one of the ,sunday ,schools of ,salt ,lake ,county was once blessed with a most magnetic and powerful teacher4 ,upon his death1 the class had his picture framed and hung on the front wall of the room in which he had taught4 ,from that day to this the silent inspiration of that picture has stimulated scores of young men and women to the high ideals for which he stood4 ,more generally applicable and more easily available1 of course1 is the ,incident4 ,the ability to tell a story is one of the finest attainments of the teacher--particularly if he will take the pains to find vigorously wholesome and appropriate ones4 ,may we repeat the warning that stories ought not to be told merely to fill out the hour1 nor to tickle the ears of the class1 but to intensify and heighten the truths contained in our lessons4 ,included under the heading ,incident may be listed short poems and all kinds of literary bits that fit in appropriately as spice to a lesson4 ,on the subject ,prayer1 the following are some possibilities3 ,under question ,i1 ,what is prayer8 the hymn1 ,prayer ,is the ,soul's ,sincere ,desire4 ,prayer is the soul's sincere desire1 ,uttered or unexpressed2 ,the motion of a hidden fire ,that trembles in the breast4 ,prayer is the burden of a sigh1 ,the falling of a tear1 ,the upward glancing of an eye1 ,when none but ,god is near4 ,prayer is the simplest form of speech ,that infant lips can try2 ,prayer1 the sublimest strains that reach ,the ,majesty on high4 ,prayer is the ,christian's vital breath1 ,the ,christian's native air2 ,his watchword at the gates of death2 ,he enters heav'n with prayer4 ,prayer is the contrite sinner's voice ,returning from his ways1 ,while angels in their songs rejoice1 ,and cry1 ,behold1 he prays6 ,the ,saints in prayer appear as one ,in word and deed and mind1 ,while with the ,father and the ,son ,their fellowship they find4 ,nor prayer is made on earth alone1-- ,the ,holy ,spirit pleads1 ,and ,jesus1 on the ,father's throne1 ,for sinners intercedes4 ,o thou by whom we come to ,god1 ,the ,life1 the ,truth1 the ,way6 ,the path of prayer ,thyself has trod2 ,lord1 teach us how to pray6 ,the two songs3 ,sweet ,hour of ,prayer1 ,did ,you ,think to ,pray8 ,for my soul delighteth in the song of the heart1 yea1 the song of the righteous is a prayer unto me1 and it shall be answered with a blessing upon their heads4 7,doc4 ,cov41 ,sec4 #be3ab47 ,the following selection3 ,prayer--sweet breath from out a joyous heart wafting gratitude to ,heaven4 ,prayer--a sacred confidence between a fearful soul and ,god4 ,prayer--a holy balm which soothes and heals the scars in a wounded breast4 ,prayer--an angel's kiss on the longing lips of loneliness4 ,prayer--a rod that bars the way between the human soul and sin4 ,prayer--a choking sob of anguish from pain-drawn lips in plea for help4 ,under question ,,ii4 ,why should ,i pray8 ,and that thou mayest more fully keep thyself unspotted from the world1 thou shalt go to the house of prayer and offer up thy sacraments upon my holy day4 7,doc4 ,cov41 ,sec4 #ei3i47 ,pray always that you enter not into temptation1 that you may abide the day of his coming1 whether in life or in death4 ,even so4 ,amen4 7,doc4 ,cov41 ,sec4 #fa3ci47 ,remember that that which cometh from above is sacred1 and must be spoken with care1 and by constraint of the ,spirit1 and in this there is no condemnation1 and ye receive the ,spirit through prayer2 wherefore1 without this there remaineth condemnation4 7,doc4 ,cov41 ,sec4 #fc3fd47 ,the keys of the kingdom of ,god are committed unto man on the earth1 and from thence shall the gospel roll forth unto the ends of the earth1 as the stone which is cut out of the mountain without hands shall roll forth1 until it has filled the whole earth2 ,yea1 a voice crying--,prepare ye the way of the ,lord1 prepare ye the supper of the ,lamb1 make ready for the ,bridegroom2 ,pray unto the ,lord1 call upon his holy name1 make known his wonderful works among the people2 ,call upon the ,lord1 that his kingdom may go forth upon the earth1 that the inhabitants thereof may receive it1 and be prepared for the days to come1 in the which the ,son of man shall come down in heaven1 clothed in the brightness of his glory1 to meet the kingdom of ,god which is set up on the earth2 ,wherefore may the kingdom of ,god go forth1 that the kingdom of heaven may come1 that thou1 ,o ,god1 mayest be glorified in heaven so on earth1 that thy enemies may be subdued2 for thine is the honor1 power and glory1 for ever and ever4 ,amen4 7,doc4 ,cov41 ,sec4 #fe3b-f47 ,watch and pray1 that ye enter not into temptation3 the ,spirit indeed is willing1 but the flesh is weak4 7,matt4 #bf3db47 ,the following incidents were related by a member of the ,b4,y4,u4 ,course and are typical of scores of others available for this lesson3 ,brother ,hunter's ,account of the ,manifestation of the ,successor to the ,prophet ,joseph ,there was a great deal of discussion among the brethren and sisters as to who should lead the ,church2 some thought it should be the ,prophet's son2 some1 one of his counselors1 and some the ,president of the ,quorum of the ,twelve4 ,i was at a loss to come to any conclusion4 ,it worried me considerably and ,i prayed earnestly that ,god would make known to me who it should be1 but without avail4 ,i went to the meeting that had been called and listened thoughtfully to what was said and done4 ,the longer ,i listened the more mystified ,i became4 ,i bowed my head in my hands and prayed for ,god to give me understanding4 ,while ,i was in this attitude1 ,brother ,brigham arose to speak1 ,i suppose4 ,i heard a voice--the ,prophet's voice as natural and true as ,i ever heard it4 ,i raised up quickly1 fully expecting to see the ,prophet1 and ,i did4 ,there he stood and there he spoke4 ,i listened breathlessly4 ,the form of the ,prophet gradually changed to that of ,brother ,brigham1 but the voice was not ,brother ,brigham's4 ,it was still the ,prophet's4 ,then beside ,brother ,brigham ,i saw the ,prophet1 who turned toward the speaker and smiled4 ,my heart beat rapidly with joy and ,i knew beyond the shadow of a doubt that ,brother ,brigham was called of ,god to lead the ,church4 ,brother ,huntsman's ,baby ,healed ,a fine1 plump baby girl had come to the ,huntsman home4 ,as weeks and months passed and the child failed to use its lower limbs1 a doctor was called and pronounced the trouble infantile paralysis4 ,he said that it would never walk1 for experience had showed that whenever this affliction affected the lower part of the body the medical profession could not cure it4 ,the ,huntsman people were faithful ,latter-day ,saints and did not give up hope1 but called in the ,elders4 ,after a time conference was held at ,shelley and ,elder ,david ,o4 ,mc,kay and one other of the general ,church authorities were in attendance--,i don't remember who4 ,after the afternoon session the child was administered to4 ,while sealing the anointing1 ,brother ,mc,kay promised the child the use of its limbs and every organ of the body4 ,that night it began to move them1 and the next morning stood alone by the aid of chairs4 ,in a few days it walked1 although being fairly fleshy4 ,soon after ,i moved away from ,shelley1 but a year or so afterwards ,i had occasion to go to ,idaho ,falls and there ,i met ,brother and ,sister ,huntsman4 ,the child was with them and ran and played as other children4 ,a ,psychology ,student ,receives ,aid ,a friend of mine who was a student in an eastern university told the following incident of how the ,lord came to his aid4 ,the psychology class while studying the relationship of the brain to life and intelligence entered into a discussion as to the nature of intelligence1 and in some way the teachings of the ,prophet ,joseph ,smith were brought into the discussion and jeered at1 by all members except my friend1 who was a ,mormon4 ,his defense brought forth ridicule and intensified the discussion4 ,as the class period had expired without completing the argument1 a week from that day was the time set to complete it4 ,of course1 my friend felt that he should do all possible to defend the attitude of the ,church1 so he studied1 fasted and prayed1 to secure the aid of inspiration1 for he well knew that nothing but scientific proof would be accepted4 ,the day came and he realized that he was illy prepared1 but still hoped for divine assistance4 ,during the giving of evidence to dispose of the existence of intelligence separate from the workings of the brain1 and ridiculing the existence of a spirit1 he prayed silently and earnestly4 ,his turn came and he arose to speak4 ,after the opening sentences he glanced down on the paper for his evidence and found a strange handwriting there4 ,he says a peculiar power took possession of him4 ,he spoke rapidly and fluently1 he declared1 without comprehending or at least remembering what he said4 ,as he finished1 his own writing was on the paper and he knew not what had been spoken1 but there was no evidence offered to offset it4 ,the professor asked him to give the names of the books from which he obtained his points1 and on being told that ,god gave them to him1 he replied1 ',it's strange1 but ,i can't believe such nonsense4' ,under question ,,iii4 ,how should ,i pray8 ,the ,lord's ,prayer as a pattern4 ,the prayer in ,gethsemane4 ,the ,bee-,keeper's prayer--#aibj1 ,june number of ,young ,woman's ,journal4 ,and again1 ,i command thee that thou shalt pray vocally as well as in thy heart2 yea1 before the world as well as in secret1 in public as well as in private4 7,doc4 ,cov41 ,sec4 #ai3bh47 ,therefore ,i say unto you1 ,what things soever ye desire1 when ye pray1 believe that ye receive them1 and ye shall have them4 7,mark #aa3bd47 ,at that day ye shall ask in my name3 and ,i say unto you1 that ,i will pray the ,father for you4 7,john #af3bf47 ,under question ,,iv4 ,when should ,i pray8 ,he shall pray unto ,god1 and he will be favourable unto him3 and he shall see his face with joy3 for he will render unto man his righteousness4 7,job #cc3bf47 ,and now concerning the residue1 let them journey and declare the world among the congregations of the wicked1 inasmuch as it is given4 7,doc4 ,cov41 ,sec4 #fa3cc47 ,draw near unto me and ,i will draw near unto you3 seek me diligently and ye shall find me2 ask and ye shall receive2 knock and it shall be opened unto you2 ,whatsoever ye ask the ,father in my name it shall be given unto you1 that is expedient for you4 7,doc4 ,cov41 ,sec4 #hh3fc-fd47 ,pray always that you enter not into temptation1 that you may abide the day of his coming1 whether in life or in death4 7,doc4 ,cov41 ,sec4 #fa3ci47 ,therefore let the ,church take heed and pray always1 lest they fall into temptation4 7,doc4 ,cov41 ,sec4 #bj3cc47 ,behold1 ,i manifest unto you1 ,joseph ,knight1 by these words1 that you must take up your cross1 in the which you must pray vocally before the world as well as in secret1 and in your family1 and among your friends1 and in all places4 7,doc4 ,cov41 ,sec4 #bc3f47 ,yea1 cry unto him for mercy2 for he is mighty to save4 ,yea1 humble yourselves1 and continue in prayer unto him2 ,cry unto him when ye are in your fields2 yea1 over all your flocks2 ,cry unto him in your houses2 yea1 over all your household1 both morning1 mid-day and evening2 ,yea1 cry unto him against the power of your enemies2 ,yea1 cry unto him against the devil1 who is an enemy to all righteousness4 ,cry unto him over the crops of your fields1 that ye may prosper in them3 ,cry over the flocks in your fields1 that they may increase4 ,but this is not all2 ye must pour out your souls in your closets1 and your secret places1 and in your wilderness2 ,yea1 and when you do not cry unto the ,lord1 let your hearts be full1 drawn out in prayer unto him continually for your welfare1 and also for the welfare of those who are around you4 ,and now behold1 my beloved brethren1 ,i say unto you1 do not suppose that this is all2 for after ye have done all these things1 if ye turn away the needy1 and the naked1 and visit not the sick and afflicted1 and impart of your substance1 if ye have1 to those who stand in need2 ,i say unto you1 if ye do not any of these things1 behold1 your prayer is vain1 and availeth you nothing1 and ye are as hypocrites who do deny the faith2 ,therefore1 if ye do not remember to be charitable1 ye are as dross1 which the refiners do cast out1 7it being of no worth71 and is trodden underfoot of men4 7,alma #cd3ah-bi47 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xvi #a4 ,why need we illustrate general truths8 #b4 ,discuss the value of having pupils draw up their own maps4 #c4 ,give out of your own experience illustrations of the force of pictures4 #d4 ,point out the value in teaching of appealing to more than one of the senses4 #e4 ,discuss the importance of good stories in teaching4 #f4 ,what are the characteristics of a good illustrative story8 #g4 ,take an ordinarily commonplace subject and show how to illustrate it4 ,,helpful ,,references ,those listed in ,chapter ,,xiv4 ,also ,pictures in ,religious ,education1 by ,frederica ,beard4 ,,chapter ,,xvii ,,the ,,aim ,,outline--,,chapter ,,xvii ,two illustrations of the value of an aim4--,significance of the aim in religious training4--,inadequacy of eleventh-hour preparation4--,the teacher's obligation to see through facts to truths that lie beyond4 ,what an aim is4--,illustration4--,how to determine the aim4--,how to express it4 ,the late ,jacob ,riis1 noted author and lecturer1 used to tell a very inspirational story on the force of having something to focus attention upon4 ,according to his story1 certain men who lived just outside of ,chicago1 in its early history1 had great difficulty walking to and from work during stormy weather1 because of the almost impassably muddy conditions of the sidewalks4 ,after trudging through mud and slush for a long time1 they conceived the idea of laying a plank walk through the worst sections4 ,and so they laid two six-inch planks side by side4 ,the scheme helped wonderfully1 except on short winter days when the men had to go to work in the darkness of early morning and return in the darkness of evening4 ,it often was so dark that they would step off the planks1 and once off they were about as muddy as if there had been no walk at all4 ,finally someone suggested the idea that if a lantern were hung up at each end of the walk it would then be easy to fix the eye upon the lantern and keep on the walk4 ,the suggestion was acted upon1 and thereafter the light of the lantern did hold them to the plank4 ,jacob ,riis argued that the lantern of an ideal held aloft would similarly hold young men in life's path of righteousness4 ,a similar story is told of a farmer who experienced great difficulty in keeping a particular hen inside the run which he had built outside the hen house4 ,he had put up a wire fence high enough1 as he thought1 to keep in the most ambitious chicken4 ,in fact1 he argued that no hen could fly over it4 ,one hen persisted in getting out regularly1 though the farmer could never discover how she did it4 ,finally he decided to lay for her 7she laid for him regularly74 ,to his great surprise1 he watched her walk around the run carefully surveying it as she proceeded4 ,at length she caught sight of a beam running along the top of the wire just above the gate4 ,with her eye fixed upon it she made one mighty effort and was over4 ,the moral of the two stories is self-evident4 ,both hens and men can go over if they have something to aim at4 ,it is so in life generally1 and what is true of life generally is particularly true in the matter of teaching4 ,the aim is one of the most significant features in the teaching process4 ,the teacher who knows where he is going can always get followers4 ,important as is the aim in all educational endeavor1 it is doubly so in religious training4 ,we teach religiously not merely to build up facts or make for mental power2 we teach to mold character4 ,we should see through facts1 therefore1 to the fundamental truth lying behind and beyond them4 ,such a truth constitutes an aim in religious instruction4 ,one of the most regrettable facts connected with some of our teaching is that teachers leave the preparation of their lessons until the few minutes just preceding their recitation hour4 ,they then hurry through a mass of facts1 rush into class and mull over these dry husks1 unable in the rush even to see the kernel of truth lying within4 ,little wonder pupils tire of such rations4 ,it is the teacher's obligation to see through and discover the gems that really make lessons worth while4 ,forty-five minutes once a week is so meagre an allotment of time for the teaching of the greatest principles of life6 ,surely every one of those minutes should be sacredly guarded for the consideration of vital truths4 ,the aim1 coupled with careful organization1 is one of the best safeguards possible4 ,the aim is the great focus for a lesson's thought4 ,it is the center about which all else revolves4 ,it specifies what shall be included and what excluded out of the great mass of available material4 ,a single chapter of scripture may contain truths enough for a dozen lessons1 only one of which can be treated in any one recitation4 ,the aim singles out what can be appropriately grouped under one unified discussion4 ,if we turn1 for instance1 to the ninth chapter of ,matthew1 we find at least eight different major incidents1 each one deserving a lesson in itself4 ,there is the case of3 ,the palsy4 ,the charge of blasphemy4 ,the glorifying of ,god by the multitude4 ,the calling of ,matthew4 ,the statement that only the sick need the physician4 ,the case of new cloth and the old garment4 ,the raising of the daughter of ,jairus4 ,the healing of the two blind men4 ,it is perfectly clear that all of these incidents could not be adequately considered in any one lesson4 ,assuming that the teacher is free to handle this ninth chapter as he pleases1 we are forced to the conclusion that knowing his class1 as he does1 he must choose that incident or that combination of incidents which will mean most in the lives of his pupils4 ,in other words1 he centers his attention upon one major central truth--his aim4 ,by so doing he guards against wandering and inadequacy of treatment and makes for the unified presentation of one forceful thought4 ,it ought to be pointed out here that every teacher must be the judge as to what constitutes for him the best aim4 ,it is quite clear that any one teacher could find in this ninth chapter of ,matthew at least four or five worthy aims4 ,three different teachers could possibly find as many more1 each equally worthy of development4 ,all other things being equal1 that aim is best which most completely and forcefully covers the chapter or passage in question4 ,to illustrate3 ,suppose we are asked to teach a lesson on the ,prodigal ,son4 ,one aim that could be chosen clearly is that of jealousy on the part of the prodigal's brother4 ,a second one might be repentance1 as typified in the action of the prodigal4 ,still a third might be the compassion and forgiveness of the father1 as typical of those same qualities in our heavenly ,father4 ,which1 to you1 is the most forceful and significant8 ,that one to you is your best aim4 ,the wording of the aim is a matter that gives rise to a good bit of disagreement4 ,there are those who maintain that if the aim announces the subject as a sort of heading that is sufficient4 ,others contend that the aim should crystallize into axiomatic form the thought of the lesson4 ,of course1 the real force of the aim lies in its serving as the focus of thought4 ,the wording of it is of secondary importance4 ,and yet it is very excellent practice to reduce to formal statement the truth to be presented4 ,it is helpful to adopt the ruling that the aim should express both a cause and a result4 ,perhaps an illustration would indicate the difference between the aim stated as a mere heading1 and stated fully and formally4 ,take the case of the daughter of ,jairus already referred to1 ,mere ,headings3 ,daughter of ,jairus restored1 or ,the power of faith4 ,formal ,aim3 ,implicit faith in ,god wins ,his choicest blessings4 ,surely the latter is a more significant expression and offers better training to the teacher than the setting down of mere headings4 ,the ability thus to crystallize out of a great variety of facts a single focusing statement1 coupled with the ability then to build about that statement a clearly organized amplification1 is the sign of a real teacher4 ,instead of generalizing further1 let us turn to the questions on this lesson where some laboratory exercises are set down calling for actual practice in the selection and justification of a number of aims4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xvii #a4 ,what is an aim8 #b4 ,why is it particularly essential to good religious teaching8 #c4 ,what are the objections to eleventh-hour preparation8 #d4 ,to what extent is a teacher handicapped in deciding upon an aim for another teacher to follow8 #e4 ,turn to the following references and determine what possible aims might be developed under each4 ,is any aim adequate for the whole reference8 ,in each case which do you consider your best aim8 ,why8 ,how much of the reference would you include in a single lesson8 ,john1 ,chapter ,i2 ,isaiah1 ,chapter ,,ii2 ,,iii ,nephi1 ,chapter ,x2 ,doctrine ,covenants1 ,section #hg4 ,,helpful ,,references ,colgrove1 ,the ,teacher and the ,school2 ,betts1 ,how to ,teach ,religion2 ,driggs1 ,the ,art of ,teaching2 ,strayer and ,norsworthy1 ,how to ,teach4 ,,chapter ,,xviii ,,application ,,outline--,,chapter ,,xviii ,the question of application4--,the matter a complex one4--,various conceptions of the term as it affects the intellect1 the emotions1 or the will4--,application may be immediate or delayed4--,how to make the application4--,illustrations4--,making the application and moralizing4--,utah moral codes as objectives behind our teaching4 ,application is one of the most important subjects in the whole range of religious education4 ,it is also one concerning which there are greater varieties of opinions than concerning almost any other subject4 ,what is application8 ,how is it made8 ,is it inherent in the lesson1 or is it added as a sort of supplement to the lesson8 ,when is it best made8 ,does it always involve action8 ,these questions are only typical of the uncertainty that exists relative to this term4 ,application really goes to the very heart of all teaching4 ,colloquially expressed1 it raises the question in teaching1 ,what's the use8 ,why should certain subject matter be presented to a class8 ,how are class members better for having considered particular facts8 ,in short1 application involves the question1 ,what is the carry-over value of the lesson8 ,it is impossible to dispose adequately of the matter of application in a single statement4 ,it fairly epitomizes the whole process of teaching and therefore is so comprehensive that it calls for analysis4 ,the ultimate purpose behind teaching1 of course1 as behind all life1 is salvation4 ,but salvation is not had in a day4 ,it is not the result of a single act1 nor does it grow out of particular thoughts and aspirations4 ,salvation is achieved as a sum total of all that we think1 say1 do1 and are4 ,any lesson1 therefore1 that makes pupils better in thought1 word1 deed1 or being1 has had to that extent its application4 ,application of a lesson involves1 then1 the making sure1 on the part of the teacher1 that the truths taught carry over into the life of the pupil and modify it for good4 ,someone has said that the application has been made when a pupil ,knows more1 ,feels better1 ,acts more nobly1 as a result of the teaching done4 ,there is a prevalent conception that application has been made in a recitation only when pupils go out from a recitation and translate the principle studied into immediate action4 ,there are lessons where such applications can be made and1 of course1 they are to be commended4 ,particularly are they valuable in the case of young children4 ,but surely there are other justifiable interpretations to the term application4 ,we need to remind ourselves that there are three distinct types of subject matter that constitute the body of our teaching material4 ,these are1 first of all1 those lessons which are almost wholly intellectual4 ,debates are conducted by the hundreds on subjects that lead not to action but to clearer judgment4 ,classes study subjects by the month for the purpose of satisfying intellectual hunger4 ,such questions1 for instance1 as ,succession in the ,presidency1 or the ,nature of the ,godhead--questions gone into by thoroughly converted ,latter-day ,saints1 not to bring themselves into the ,church1 nor to lead themselves into any other kind of action except the satisfying of their own souls as to the truth4 ,in other words1 it appears clear that there may be application on a purely intellectual level4 ,application upon application is made until a person builds up a structure of faith that stands upon the rock in the face of all difficulties4 ,a second type of lessons appeals to the emotions4 ,they aim to make pupils feel better4 ,they may or may not lead to immediate action4 ,ideally1 of course1 every worthy emotion aroused should find1 if possible1 suitable channels for expression4 ,pent up emotions may become positively harmful4 ,the younger the pupils the more especially is this true4 ,practically every educator recognizes this fact and gives expression to it in language similar to the following quotation from ,professor ,s4,h4 ,clark3 ,never awaken an emotion unless1 at the same time1 you strive to open a channel through which the emotion may pass into the realm of elevated action4 ,if we are studying the ideals of literature1 religion1 etc41 with our class1 we have failed in the highest duty of teaching if we have not given them the ideal1 if we have not given them1 by means of some suggestion1 the opportunity for realizing the ideal4 ,if there is an emotion excited in our pupils through a talk on ethics or sociology1 it matters not1 we fail in our duty1 if we do not take an occasion at once to guide that emotion so that it may express itself in elevated action4 ,and yet there is a question whether this insistence upon action may not be exaggerated4 ,abraham ,lincoln witnessed an auction sale of slaves in his younger days4 ,he did not go out immediately and issue an emancipation proclamation1 and yet there are few who can doubt that that auction sale registered an application in an ideal that persisted in the mind of ,lincoln through all those years preceding our great civil war4 ,many a man has been saved in the hour of temptation1 in his later life1 by the vividness of the recollection of sacred truths taught at his mother's knee4 ,there may be just a little danger of cheapening the process of application if it is insisted that for every ideal impressed upon the minds of pupils there must be a corresponding immediate response in daily actions of the pupils taught4 ,may not a wonderful impression become the more wonderful as it is hallowed by the pondering of the mind through the maturing years of childhood and young manhood8 ,finally there is the lesson which1 though it involves both the intellect and the emotions1 appeals primarily to the will and calls for action4 ,there can be no question but that this is the type of lesson of greatest significance in religious education4 ,we meet our pupils so infrequently1 at best1 that at most we can do but a fraction of what we should like to do to modify their lives4 ,our concern is to change for the better their attitude and conduct1 and therefore we must address ourselves to the problems they face in the every-day life which they are to live between recitations4 ,as ,betts in his ,how to ,teach ,religion so well says3 ,in the last analysis the child does not come to us that he may learn this or that set of facts1 nor that he may develop such and such a group of feelings1 but that through these he may live better4 ,the final test of our teaching1 therefore1 is just like this3 ,because of our instruction1 does the child live differently here and now1 as a child1 in all his multiform relations in the home1 the school1 the church1 the community1 and in his own personal life8 ,are the lessons we teach translated continuously into better conduct1 finer acts1 and stronger character1 as shown in the daily run of the learner's experience8 ,it is true that the full fruits of our teaching and of the child's learning must wait for time and experience to bring the individual to fuller development4 ,but it is also true that it is impossible for the child to lay up a store of unused knowledge and have it remain against a later time of need in a distant future4 ,the only knowledge that forms a vital part of our equipment is knowledge that is in active service1 guiding our thoughts and decisions from day to day4 ,unused knowledge quickly vanishes away1 leaving little more permanent impression on the life than that left on the wave when we plunge our hand into the water and take it out again4 ,in similar way the interests1 ideals1 and emotions which are aroused1 without at the same time affording a natural outlet for expression in deeds and conduct1 soon fade away without having fulfilled the purpose for which they exist4 ,the great thing in religious education is to find immediate and natural outlet in expression1 a way for the child to use what he learns2 to get the child to do those things pointed out by the lessons we teach him4 ,as the teacher faces this carry-over problem he is impressed that he must touch the lives of his pupils not only as individuals but as members of a social group4 ,it becomes his obligation not only to direct them in matters pertaining to their own welfare1 physically1 intellectually1 and morally1 but he has a responsibility in helping to establish the standards of society to which individuals naturally subscribe more or less unconsciously4 ,the strong teacher's influence can be made to affect the ideals of the athletic field1 of the amusement hall1 of the church1 of the business center1 and of the home4 ,these agencies offer such a variety of possibilities that every lesson offers easily some avenue of application4 ,by way of illustration let us turn to a few subjects and point out some possibilities in the matter of application4 ,may it be said here1 in passing1 that the secret of making application lies in not getting lost in the past so that we may walk along with our heads turned back over the shoulder of time pondering merely the things of the past4 ,all too often the teacher hurries over into the ,holy ,land of some four thousand years ago1 leaving a class of twentieth century boys and girls here at home to wonder what all that ancient material has to do with the problems that confront them here and now4 ,not that we should ignore the past4 ,successful application lies in reaching back into the past for a solution of today's difficulties4 ,but the solution is our great concern4 ,we look back that we may the better go forward4 ,to illustrate3 ,a lesson on ,cain and ,abel may find its application in a solution of the problems of the jealousy and selfishness that exist today4 ,this story ought not to be merely a recounting of murder4 ,there is a little ,cain--a little ,abel--in all of us4 ,consider the case of the boy who smashed up his brother's new sled as well as his own1 because he couldn't keep up in coasting4 ,the nature of the class will determine the particular application4 ,or consider the story of ,samson and ,delilah3 at first thought1 a story with but little to contribute to a solution of today's problems4 ,yet out of that story application can be made beautifully1 through either of these two truths3 ,he who plays with sin will eventually be conquered by it2 or1 ,marrying outside one's church is attended by grave dangers4 ,a lesson on helpfulness was once beautifully and rather dramatically given through the story of a rescue of a train4 ,a lad was out at play on a railroad track when he discovered that a recent storm had washed out part of the road bed4 ,he remembered that the through passenger train was due in a few minutes1 and so rushed along the track and by frantically waving his hat succeeded in stopping the train just in time to prevent a terrible catastrophe4 ,a few well-directed questions called for the pupils' own idea of application4 ,they1 too1 would flag a train if such an occasion should arise4 ,they could help people generally to guard against danger4 ,they even carried the idea over into rendering any kind of service1 about the home1 at school1 and elsewhere1 as long as it was helpful4 ,and so illustrations could be multiplied4 ,the important thing is that1 having decided upon a central truth for a lesson1 the teacher then conceives avenues whereby the truth may be carried over through action into the lives of pupils4 ,and1 of course1 he must see that they are directed in setting about the action4 ,the question often arises1 ,isn't there danger of moralizing in making an application8 or ,what is the difference between an application and moralizing8 ,genuine and natural application ought to be inherent in the material presented4 ,a good story ought to drive home its message without further comment4 ,moralizing consists of tacking on some generalized exhortation relative to conduct4 ,moralizing is either an unnecessary and unwelcome injunction to be or to do good1 or it is an apology for a lesson that in and of itself drives home no message4 ,the school boy's definition of moralizing is helpful and suggestive3 ,moralizing is rubbing goodness in unnecessarily4 ,in making application of truths presented1 teachers naturally face the question as to what constitutes the fundamentals in character development that are to be achieved4 ,as a sort of guide1 the two ,utah codes of morals1 one for children and one for youths1 are rich in suggestion1 both for pupil and teacher4 ,they are submitted herewith as helpful in setting up the objectives toward which we are working3 ,,children',s ,,code ,i want to grow up to be wise and strong1 happy and able to make others happy1 to love and to be loved1 and to do my part in the world's work4 ,during my infancy loving hands cared for me1 gave me food1 clothing and shelter1 and protected me from harm4 ,i am grateful for this care1 and ,i want to be worthy of the love and confidence of my mother and father and to do all ,i can to make them happy4 ,i will be obedient to my parents and teachers2 they are wiser than ,i and thoughtful of my welfare4 ,i have already learned that good health is necessary to strength and happiness1 and that in order to be well and to grow strong1 ,i must have good1 wholesome food1 ample exercise and sleep1 and abundant pure water and fresh air--nature's free gifts to all4 ,my whole body ,i will keep clean and each part of it as sound as good care can make it4 ,i will have respect for all useful work1 both mental and physical4 ,i must learn to be helpful that ,i may know the joy of service and the dignity of work well done4 ,i will begin now to earn some of the things ,i use4 ,i must learn how to spend1 and how to be generous4 ,waste is the mother of want1 and even though the want may not be mine1 if ,i am extravagant ,i am likely to bring suffering to others4 ,waste of time is as wrong as waste of things2 ,i will not be an idler4 ,i will not put unnecessary burdens upon my associates by untidy1 careless habits2 orderly ways save my own time and things as well as those of others4 ,i will take thought for the comfort and welfare of our animal friends and will always avoid cruelty4 ,i will strive for courage to speak the truth and for strength to be fair in all my work and play1 to be true to my word and faithful to my trust4 ,i hate lying and cheating2 they are signs of cowardice and greed4 ,i will not seek pleasure or profit at the cost of my self-respect4 ,i will be considerate of the rights and feeling of others as ,i would have them respect mine4 ,i will try to control my temper and to be cheerful1 kind1 and courteous in all my dealings4 ,i will strive to be pure in thought1 speech and action4 ,my country has provided laws and civil officers to protect me1 schools for my instruction1 and many other aids to a happy1 useful life4 ,i am grateful for these benefits and will show my patriotism by obeying the laws and defending my country against evils1 both within and without4 ,i will keep my eyes and ears open to enjoy the world about me1 and my mind alert to understand and appreciate the good things mankind has provided for me--science and art1 poetry and music1 history and story4 ,may ,god1 the kind and loving ,father1 help me all my life to see the right way and to follow it4 ,,moral ,,code ,,for ,,youths ,i am happy to be a member of that great human society which has accumulated all the treasures of civilization4 ,i have benefited by the united labors of all mankind2 for this ,i owe a debt of gratitude to humanity1 a debt ,i can pay only by serving that humanity to the fullest extent of my ability4 ,through small services freely given toward the comfort and happiness of my associates1 ,i may grow in power of usefulness and in my turn contribute to the welfare of the generations that are to come4 ,my body is the instrument of my mind and the foundation of my character4 ,every organ must be conserved to perform its proper function in the development and perfection of my life4 ,i will1 therefore1 eat only wholesome food1 breathe pure air1 take ample exercise and sleep1 and keep my body clean and sound4 ,to this end1 ,i will refrain from the use of intoxicating drinks1 narcotics and stimulants2 these lend only a seeming strength1 but in reality they undermine my powers of service and of lasting happiness4 ,by abstaining from these indulgences ,i can1 moreover1 help others to abstain1 and thereby increase their strength and happiness4 ,by temperate living and plenty of exercise in the open ,i can preserve my health and the more easily refrain from evil thoughts and evil deeds4 ,i will not pollute my body or that of another by any form of self-indulgence or perverse yielding to passion4 ,such indulgence is a desecration of the fountains of life and an insult to the dignity of manhood and womanhood4 ,through the formation of sane1 health-promoting habits ,i can avoid having my usefulness diminished and my happiness impaired by the consequences of my own folly4 ,i will be modest in dress and manner1 that ,i may in no wise encourage sensuality4 ,i will be thoughtful of the effects of my actions and so restrain myself that no act of mine may mar the life or detract from the happiness of my associates or of my successors4 ,i will deal honestly1 fairly and kindly with my fellows--always mindful that their lives and their happiness are as sacred to them as mine are to me4 ,i will avoid impatience and ill temper and will endeavor to be courteous always4 ,i will try to save individuals rather than to condemn them1 even though their evil deeds must be condemned and offenders punished4 ,i will have respect for the time of my fellows as ,i respect their property4 ,i will not engage in games of chance1 since ,i do not desire reward at the expense of others4 ,in all my dealings ,i will strive for courage to speak the truth2 ,i despise cowardice and lying4 ,i will do what ,i know to be right1 though others may ridicule or scorn me4 ,i will be personally responsible for all that ,i do1 and1 recognizing my limited wisdom1 ,i will ever seek ,divine ,guidance to lead me in the right way4 ,i will strive for independence of judgment1 but with due regard for the superior wisdom of my elders4 ,i must grant to my fellows the same right of independent judgment that ,i claim for myself4 ,whatever ,i undertake ,i will do with my might1 and1 win or lose1 accept the result with good cheer4 ,i would rather be worthy of success than to secure it unworthily4 ,i will be prompt and orderly in all my affairs1 otherwise ,i become a hindrance to social efficiency4 ,i will avoid waste and extravagance lest ,i bring needless privation and suffering to others as well as to myself4 ,it is my privilege to have a part in the world's work--a part ,i must choose and perform with all diligence4 ,what can ,i do best that society needs most8 ,when ,i have answered this question ,i will pursue my vocation intelligently and energetically2 first1 as a means of service to my fellow-men2 and second1 as a means of self-support and aid to those that may be dependent upon me4 ,may the love and appreciation ,i have for my country never be dishonored by any act of lawlessness or want of loyalty1 but may ,i ever honor1 uphold and obey the law and defend my country against unrighteousness1 injustice and violence4 ,when it becomes my privilege to vote ,i will use the right of suffrage as a patriotic means of co-operating with my fellow citizens for the promotion of social justice1 peace and progress4 ,should ,i be called to public office1 ,i will strive for moral courage to exercise authority in accord with justice and humanity2 and1 whether in or out of office1 ,i will respond freely to every opportunity for public service4 ,i am grateful for the beauties of nature and for the great works of art1 music1 literature and science1 it is my privilege to enjoy4 ,these ,i will seek to understand and appreciate1 that ,i may cultivate broader sympathies and fellowship with mankind1 the world1 and the ,creator of all4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xviii #a4 ,how does application go to the very heart of teaching8 #b4 ,discuss the various conceptions of the term4 #c4 ,distinguish between immediate and delayed application4 #d4 ,discuss the possibility of intellectual application4 #e4 ,how can applications best be made8 #f4 ,when can applications best be made8 #g4 ,distinguish between making an application and moralizing4 ,,helpful ,,references ,weigle1 ,talks to ,sunday ,school ,teachers2 ,betts1 ,how to ,teach ,religion2 ,brumbaugh1 ,the ,making of a ,teacher2 ,betts1 ,the ,recitation2 ,strayer and ,norsworthy1 ,how to ,teach2 ,thorndike1 ,principles of ,teaching2 ,colgrove1 ,the ,teacher and the ,school4 ,,chapter ,,xix ,,methods ,,of ,,the ,,recitation ,,outline--,,chapter ,,xix ,the question of method raised4--,danger of an entire disregard of method4--,the case of the born teacher4--,sound pedagogy largely a matter of common sense4--,danger of being committed to a single method4--,the five possible methods3 ,the ,story ,method2 ,reading ',round2 ,the ,special ,topic2 ,the ,lecture2 ,the ,discussion4 ,two of the most practical questions that a teacher ever has to solve are3 ,how shall ,i go about to prepare a lesson8 ,having prepared a lesson1 how shall ,i set about to teach it to my class8 ,the first of these questions has already been discussed in preceding chapters2 the second now calls for our consideration4 ,is there a one best method8 ,if so1 what is it8 ,what steps does it involve8 ,instead of answering these questions directly1 perhaps it will be better to point out the various methods of the recitation1 set down their characteristics and relative values1 and then formulate a conclusion4 ,at the outset it may be advisable to sound two notes of warning4 ,one is against an entire disregard of methods4 ,there are those persons who believe that teachers are born1 not made1 and that therefore a discussion of methods is useless4 ,the born teacher1 say these persons1 just teaches naturally according to his own personality4 ,to change his method would be to destroy his effectiveness4 ,if he isn't a teacher then the study of methods will not make him one4 ,in either case work done on methods is lost4 ,of course1 experience refutes both contentions4 ,it is admittedly true that great teachers are born to their work--that some individuals just naturally impress others and stimulate them to high ideals4 ,and yet there is no one so gifted that he cannot improve through a study of the game he is to play4 ,most great athletes are by nature athletic4 ,and yet every one of them trains to perfect himself4 ,the best athletes ,america sent to the ,olympic games were wonderfully capable men1 but they were wonderfully trained men1 as well4 ,they had studied the methods of their particular sports4 ,great singers are born with great vocal potentialities1 but the greatest singers become so as the result of thorough training4 ,methods elevate them to fame4 ,what is true of the other arts ought also to be true of teaching4 ,as to the class of teachers not born to the calling1 it seems perfectly clear that here is the great opportunity for a study of the fundamentals underlying good teaching4 ,sound pedagogy is just a matter of good1 common sense4 ,any normal person by studying how to do anything ought in the end to come to do that thing better than if he ignored it4 ,i may not know how to operate an automobile4 ,but if ,i study how to operate one1 if ,i observe those who do know how1 and if ,i practice operating one--surely ,i shall come to be more efficient as a chauffeur4 ,but while many will admit that this law of development applies in the mechanical world1 they hold that there is something mystic about teaching for which only a pedagogical birthright is a solution4 ,the fallacy of such a contention seems too evident to call for argument4 ,at least the only sensibly hopeful view to take in such a ,church as ours1 in which so many members must perforce be called to be teachers1 is that power in teaching can be developed as it can in any other field of endeavor4 ,the other bit of warning applies to the kind of teacher who is unalterably committed to a single method1 not only as the best method1 but the only one worth following4 ,method depends so essentially on the personality of the teacher1 on the nature of the pupils taught1 and on the subject matter to be presented1 that it is a very dangerous thing to say that1 in spite of circumstances1 one method is invariably the best method4 ,let us1 then1 turn to the different methods and consider their relative values4 ,five possibilities immediately suggest themselves3 #a4 ,the story method4 #b4 ,the reading 'round method4 #c4 ,the special topic method4 #d4 ,the lecture method4 #e4 ,the discussion method1 built up through questions and answers4 #a4 ,the ,story ,method4 ,the story is the method for childhood4 ,all the world loves a story4 ,children certainly are a part of that world4 ,how they thrill in response to the appeal of a good story4 ,their little souls fairly seem to open to receive it4 ,what an opportunity--what a sacred trust--is the teacher's as he undertakes to satisfy that soul hunger6 ,the subject1 the story1 has been so fully gone into by ,brother ,driggs in his book1 ,the ,art of ,teaching1 that we need not attempt to discuss it fully here4 ,then1 too1 so many other excellent books have been written on the art of the story that the teacher need only be referred to them4 ,suffice it here to make two observations in passing4 ,the best stories for purposes of religious instruction should possess four essential characteristics3 ,point--,brevity--,message--,adaptation to the experience of pupils4 ,and1 of course1 this message should be a truth appropriate to the occasion--a message heightened by the spirit of the ,gospel of ,jesus ,christ4 ,the second observation has to do with the telling of the story4 ,naturally it should be well told4 ,but the story hour should not be one of mere telling4 ,the child1 in addition to listening to the story1 should be given opportunity to express its reaction to the story told--should be directed in discovering the avenue through which it will carry into action the emotion aroused by the story4 #b4 ,the ,reading ',round ,method4 ,the old idea of a class coming together and sitting through a process of reading in turn from the one book in the class as it was passed about is largely a thing of the past4 ,let us hope that the day when neither teacher nor pupil prepared his lesson is gone forever4 ,surely reading 'round is a poor substitute for preparation4 ,and it clearly is a dull1 routine method of procedure4 ,but there was one merit attached to it that is worthy our consideration4 ,it did bring the scriptures into the hands of our pupils4 ,whatever method we may follow1 this contact with the actual word of the ,lord is a valuable asset4 ,we cannot advocate resorting to the old notion of reading 'round as an apology for a recitation1 but we can well point out the merit of seeing to it that pupils see and read the scriptures4 ,if the lesson can be so conducted that reading is indulged in as a supplementary laboratory exercise--a turning through of gems that entice the reader to make further study of the book--then reading can be made a very valuable factor in the teaching process4 ,then1 too1 it is educational just to have members of a class turn through the scriptures to know what they are--what books are involved and where they may be found4 ,ignorance with respect to the scriptures is alarmingly prevalent4 ,the following report taken from the ,new ,york ,tribune relative to a simple test in ,bible literature1 given by an ,eastern university to #aci students1 is significant3 ,out of #aci only #ab reached #ge2 #ij received less than #ej2 #aj could not name a single book of the ,old ,testament4 ,some who did spelled them ,salms1 ,joob1 etc4 ,some named ,paul1 ,babylonians1 and ,gentiles as ,old ,testament books4 ,surely much might be said in favor of the use of books in our classes4 #c4 ,the ,special ,topic ,method4 ,much can be said both for and against the topic method4 ,at least three objections to its use can be raised3 ,a4 ,it makes for piece-meal preparation4 ,the lesson is partitioned off into segments1 one of which may be prepared by a particular pupil who does not concern himself at all with the rest of the lesson4 ,this method1 therefore1 encourages fragmentary and incomplete preparation4 ,b4 ,it makes for a disconnected presentation which makes it quite impossible for pupils to get a unified conception of the whole lesson4 ,this is doubly bad1 because of the fact that frequently those who are assigned parts absent themselves from class4 ,c4 ,it often results in dull1 commonplace recitations4 ,all too frequently1 especially if topic assignments are the usual method of procedure1 those pupils given the various topics to work up content themselves with very meagre preparation4 ,they come to class1 therefore1 and merely run over so many facts wholly without inspiration and often by constant reference to notes or the text4 ,of course1 these difficulties can be overcome largely by the judicious use of the topic method4 ,it ought not generally to be followed as the regular order of business1 but rather as a supplementary means of enriching the lesson4 ,it ought not to be used so as to excuse all class members from regular preparation of the lesson as a whole4 ,if the teacher will assign the lesson proper to all of the class and then select certain aspects--certain suggested problems--for more intensive research1 the reports on special topics can be made to contribute wonderfully to the richness of the class hour4 ,the topic method1 then1 is primarily a supplemental method1 and if wisely used has these advantages3 ,a4 ,it makes for an enriched lesson4 ,it makes possible expert opinion1 and the results of special1 careful investigation which the class as a whole would be unable to make4 ,b4 ,it lends variety to class procedure and guarantees that the teacher will not do all the talking4 ,c4 ,it fosters individual expression4 ,it trains pupils to formulate an attack1 to organize findings1 and to stand and deliver a connected and well thought out message4 ,d4 ,it promotes a habit of investigation--it leads pupils to work out for themselves the problems of the ,gospel which they encounter4 #d4 ,the ,lecture ,method4 ,the comment of a student of the ,brigham ,young ,university on the lecture method was unique3 ,the lecture method wouldn't be so bad if a teacher really lectured--he usually just talks4 ,and talking a lot when you haven't much to say is pretty discouraging to a class4 ,aimless talking which indulges in the main in vague generalities can never be justified4 ,preaching presumes a pulpit and has little place in classwork4 ,the teacher who persists in talking most of the time overvalues his own thoughts and minimizes the ideas of others4 ,much talking stifles initiative and independent thinking4 ,then1 too1 it gives no opportunity for developing pupils' power of self-expression and provides no means for the teacher to check the reaction going on in the pupils' minds--assuming that one goes on6 ,it is astonishing what erroneous notions members of a class can get from merely hearing a lesson presented4 ,given a chance to express their conclusions1 they will themselves correct many of their false impressions4 ,there are occasions1 however1 when a lecture is extremely valuable4 ,frequently after several weeks of discussion a class is hungry to hear the truth about the matter4 ,there is then afforded a splendid opportunity for the teacher to drive home a real message4 ,then1 too1 specialists1 because of their advanced study on a particular subject1 can often present in an hour the results of years of investigation4 ,furthermore1 in a lecture1 the teacher can make an emotional appeal which is practically out of the question in other methods4 ,his enthusiasm and conviction can be made to carry his pupils to the contemplation of new truths4 ,used with discretion1 the real lecture is a valuable asset in teaching2 indulged in regularly as mere talking or preaching1 the method ought certainly to be discouraged4 #e4 ,the ,discussion ,method4 ,this method1 built upon questions and their answers1 is commendable for its democracy and because of the fact that it stimulates both thought and discussion on the part of most if not all of the pupils4 ,questions are so vital to good teaching that ,chapter ,,xxi will be devoted to their consideration4 ,suffice it to say here that for all practical purposes it is the basis of the best teaching4 ,discussions make it possible to reach pupils ,where they are--make it possible for everyone to contribute of his experience to everyone else4 ,the one outstanding difficulty with the discussion method lies in the fact that it calls for such skilful direction4 ,it so easily runs off on tangents that the teacher is kept on his mettle holding to the subject in hand4 ,after all1 each method has its advantages and its disadvantages4 ,there are times when any one of them can be profitably used2 it is clear that any one of them can be abused--can be made more or less monotonous4 ,perhaps we can wisely conclude that1 ,the best method is a variety of methods4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xix #a4 ,why is it essential that teachers study methods of the recitation8 #b4 ,what method do you regularly follow8 ,why8 #c4 ,to what extent is it that a born teacher teaches without method8 #d4 ,what is pedagogy8 #e4 ,discuss the relative value of each of the five methods listed in this chapter4 #f4 ,discuss the statement1 ,the best method is a variety of methods4 ,,helpful ,,references ,betts1 ,how to ,teach ,religion2 ,betts1 ,the ,recitation2 ,earhart1 ,types of ,teaching2 ,bagley1 ,classroom ,management2 ,strayer and ,norsworthy1 ,how to ,teach4 ,,chapter ,,xx ,,review ,,and ,,preview ,,outline--,,chapter ,,xx ,the need of review in our ,church teaching4--,review a real help to learning in that it makes for3 repetition1 proper connection1 proper evaluation of truth4 ,an intelligent review is the result only of thorough preparation on the part of the teacher4--,assignment and preparation4--,ability to make assignments a test of good teaching4 ,characteristics of a good assignment3 ,it is definite4--,it raises a problem4--,it connects with the experience of pupils4--,it stimulates to action4 ,general and specific assignments4--,when to make assignments4 ,each organization within the ,church follows regularly its own course of study4 ,at the beginning of the year it sets out upon a prescribed subject subdivided according to the number of meetings scheduled for the year's work4 ,as a result1 no one lesson stands out independent of all others1 but rather fits in naturally in a sequence of chapters each of which develops some aspects of one big subject4 ,because of such a plan the matters of review and preview take on vital significance4 ,each lesson should be made to link up naturally with what has already been presented and should point out by way of anticipation what is to follow4 ,many educators maintain that the ability to conduct a good review and to make an effective assignment are two of the surest tests of a good teacher4 ,the problem of review is really one of the most fundamental processes in education4 ,it is the great key to learning4 ,anyone who has enjoyed the fun of teaching young children how to read has been impressed with the fact that the child has to be led to see and repeat the simplest words over and over again before they are really mastered4 ,it is really astonishing how many times as simple a word as ran has to be repeated before the beginner in reading gets it fully into his consciousness4 ,this very difficulty of teaching mere words or letters has led to the abandonment of the old ,a-,b-,c drill as the first step in reading1 and the substitution for it of an indirect method wherein1 through the laws of association1 groups of words and sentences are mastered as the symbols which express concrete and objectified ideas4 ,but by way of experiment1 one of the most impressive experiences open to teachers is to take a child of four or five that has not been taught to read and attempt to drill into its consciousness a group of half a dozen words as simple as these3 cat1 fan1 hat1 get1 man1 jam4 ,to the teacher who has attempted such an experiment no argument is necessary to prove the significance of review and repetition4 ,review1 then1 first of all1 is vitally essential because it makes possible impression through repetition which insures the fixing of ideas4 ,literally1 review means to view again4 ,psychologically it is to repeat the processes of mind which were called into operation the first time the stimulus in question started a mental reaction4 ,the nervous system of man is so constituted that in the acquirement of knowledge1 each time the nerve centers react to the same stimulus1 the tendency so to react becomes stronger1 under the mere presence of the stimulus1 starts up an automatic sort of reaction1 and we say that the child knows the meaning of the object constituting the stimulus4 ,not only is review thus essential in the beginning of the learning process with children1 but it remains a vital factor as long as men and women undertake to learn4 ,review guarantees recall1 and recall re-establishes nerve connections to the permanent fixing of impressions4 ,very little of our knowledge remains ours to a purpose unless it is gone over and over until it is thoroughly established4 ,a truth that is taught in a ,mutual lesson on a particular ,tuesday night1 but which is never referred to again1 and therefore never recalled1 very likely will soon be gone out of consciousness and usefulness4 ,those truths and facts which are of greatest functioning value to us are those which we continue to run over in our minds and ponder4 ,the reinforcement of review is what establishes our permanent working stock of truth4 ,not only is review valuable as a matter of recall1 but it makes for an enrichment of mental content which is altogether desirable4 ,the real art of review lies in calling up an old truth in a new setting4 ,upon second perusal it is seen in skilful review from a slightly different angle so that each recall adds a reinforcement that makes for a clinching of thought which makes it permanent4 ,it very often happens that the first time an idea is called to our attention it means but little1 because our mental reaction is limited in the particular field of the presentation2 the same idea in a new setting more in keeping with our experience may take on an entirely different significance4 ,that teaching is best1 therefore1 which presents truth from the greatest number of angles possible1 thereby guaranteeing the richest kind of associations in the minds of pupils4 ,another value that attaches to the review lies in the fact that it makes possible proper connection between new material and old4 ,it is axiomatic in teaching that pupils learn new truths and take on new experiences1 in terms of the old4 ,teaching that unfolds--that develops new ideas that are built upon those already understood--is the kind of teaching attended by best results4 ,in our organizations1 meeting as we do only once a week1 we must appreciate the fact that in the intervening time1 between meetings1 hundreds of ideas have crowded into the mind and have displaced those that may have been there as a result of our teaching4 ,by calling to mind those ideas of a week ago1 we not only reinforce them1 but we start a chain of thought to which it will be very much easier to add the link of today's work than to proceed as if forging an entirely new chain4 ,no farmer goes out and plants grain on the unplowed field4 ,he plows and harrows that the soil may be prepared not only to receive the seed1 but to make generation possible4 ,a review simply turns over the stubble field of the preceding week's work1 making ready for the planting of new seeds that they may generate and develop4 ,still a further value in the matter of review lies in the fact that the review makes more easily possible the proper evaluation of the facts taught4 ,in every lesson there are major facts and truths presented and also those minor or subordinate ones that serve to amplify and illustrate4 ,all too frequently a class becomes so involved in the minor details that it may fail to grasp fully the big1 underlying truth4 ,by careful review1 the teacher can make the essentials stand out in relief4 ,these are the things that need to be pondered4 ,if they are properly grasped1 thanks to the laws of association1 most of the minor facts will naturally attach themselves1 so that truths can be retained in all of their richness of detail4 ,it is surprising to find how frequently pupils who have spent a year on the ,book of ,mormon have very little notion of the big1 outstanding features of the book4 ,they apparently have run over each week's lesson as so many independent facts1 never coming back to single out the essential things in that early ,american civilization4 ,surely no class ought to complete the course without clearly comprehending such major items as3 ,the contribution each of the three colonies made to ,book of ,mormon civilization4 ,the general geographical location of each colony4 ,the outstanding characters in the book4 ,the coming forth of the book4 ,why it is essential4 ,how our faith depends largely upon it4 ,the ministry of the ,savior on this continent4 ,gospel teachings of the ,book of ,mormon4 ,what is true of the study of the ,book of ,mormon is equally true of all other subjects4 ,it is so easy to get lost in a maze of facts1 in a course in the principles of the ,gospel1 and yet if a teacher will hold to such basic considerations as the articles of faith1 coming back to them regularly and linking facts presented under the appropriate article1 it is equally easy to complete the course with a clearly defined1 skeletonized basis for all future study4 ,two conclusions seem obvious3 as teachers we ought to conduct reviews regularly and frequently2 we ought to prepare for them as one of the most vital factors in teaching4 ,important as is the review1 the preview or assignment is equally vital4 ,to quote from ,colgrove's ,the ,teacher and the ,school3 ,importance and ,value of ,good ,lesson ,assignment4 ,from the foregoing consideration it is clear that no other part of the teacher's work exceeds in value and importance the proper planning and assignment of the daily lessons4 ,it is supplying the class and the school with a definite plan of work4 ,it is preparing the mind of each individual pupil for the reception of new truths and whetting his intellectual appetite for a feast of good things4 ,it inspires confidence by pointing out to the pupil just how he can use his past lessons and acquisitions to make new conquests4 ,it prevents pupils from misunderstanding the lesson or approaching it with indifference or positive aversion4 ,it enables the pupil to approach the new lesson in a perceiving mood1 and helps pupils to form the habit of being successful in their work and of making a daily application of their old knowledge4 ,it prevents the teacher from degenerating into a mere talker1 and1 where textbooks are used1 should be the most vital part of the recitation4 ,the assignment is the great guarantee of a good recitation4 ,it sets up objectives--it points the way--it starts the thought process that is to produce a discussion worth while at the subsequent meeting of the class4 ,much has been said recently against the practice on the part of the teacher of saying1 ,take chapter three for next time4 ,there are superintendents of schools who refuse to keep such teachers in their service4 ,to make such an assignment1 particularly in classes that meet only once a week1 and especially if the assignment is made1 as is too usually the case1 after the signal for class dismissal has been given1 is to promise the pupils a week in advance that their next lesson will be very much of a failure4 ,a good assignment is characterized by several very definite features4 ,in the first place it is perfectly clear4 ,given at a time when pupils are following it1 it gives specific direction as to the work to be done ahead in preparation4 ,it indicates the direction of intellectual travel1 points out sources of material1 and indicates what is to be looked for4 ,reference or textbooks are so pointedly referred to that pupils not only remember their names1 they want to turn to them to enjoy their contributions4 ,in the second place1 a good assignment raises a problem which is a challenge to the mental powers of pupils4 ,it should carry a force of anticipation that capitalizes on that great mover to action--curiosity4 ,for instance1 if the lesson to be assigned is one on baptism1 instead of simply naming certain pages in a text to be read1 the skilful teacher may well challenge his class by bringing in a clipping from a periodical or from some other source attempting to prove that sprinkling is the correct method of baptism1 or that baptism is not essential to a man's obtaining salvation8 ,how can members of the class meet such an argument8 ,one of their first thoughts will likely be a query as to where available material may be turned to4 ,how easy1 then1 to give references1 etc4 ,some such problem can be raised relative to every lesson taught1 and it is a wonderful force as an intellectual appetizer4 ,it should both prompt to action and point to the path to be followed4 ,the question is often raised as to whether the assignment should be general or specific4 ,perhaps the best answer involves both kinds4 ,there ought ordinarily to be a general assignment that affects all of the members of a class4 ,the class is made up of all the individuals in the group--its discussing ought therefore to be so made up4 ,but in addition to this general assignment1 specific topics given to particular members add an enrichment to the recitation of very great value4 ,the services of the specialist are always of inestimable value4 ,that class is best wherein each member in turn becomes a specialist in looking up and bringing in vital observations on life4 ,as to the best time for making assignments1 it is rather hard to give a ruling that best fits all cases4 ,preferably the assignment should grow out of the discussion of the lesson in hand1 and therefore logically comes at the end of the recitation rather than at the beginning4 ,there are teachers1 however1 who1 fearing interruption at the end of the hour1 map out their work so carefully that they can make the assignment at the outset1 merely calling attention to it at the close of the hour4 ,all other things being equal1 if the teacher will make himself hold sacred the time necessary at the end of the hour for this all important matter of assignment1 it is likely that best results will follow having the assignment of the next lesson grow naturally out of the work of today4 ,the important thing1 however1 is that at some point in the recitation1 the teacher shall take plenty of time to make a carefully planned and challenging announcement of the work ahead4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xx #a4 ,why is it essential to good teaching that regular reviews be conducted8 #b4 ,why are reviews more necessary in our religious work than in regular school work8 #c4 ,what are the chief purposes of a review8 #d4 ,by taking a current lesson of one of the auxiliary organizations1 illustrate the work done in a good review4 #e4 ,why it is of vital importance that a teacher give special preparation to a review8 #f4 ,show how good class preparation is conditional upon the proper kind of assignment4 #g4 ,what are the characteristics of a good assignment8 #h4 ,what is the best time for making the assignment8 #i4 ,show how to make a good assignment of a current lesson from one of the organizations4 ,,helpful ,,references ,betts1 ,the ,recitation2 ,betts1 ,how to ,teach ,religion2 ,colvin1 ,the ,learning ,process2 ,colgrove1 ,the ,teacher and the ,school2 ,strayer and ,norsworthy1 ,how to ,teach4 ,,chapter ,,xxi ,,the ,,question ,,as ,a ,,factor ,,in ,,education ,,outline--,,chapter ,,xxi ,taking ,stock4--,miss ,stevens' study on questioning4--,miss ,stevens quoted4--,various types of questions3 a4 ,the review question2 b4 ,the fact question2 c4 ,the leading question2 d4 ,the thought or challenging question4--,some questions on questioning4 ,how many questions do you ask regularly during a recitation8 ,what proportion of those questions are answered in full and complete statements8 ,how many of the answers to your questions are a matter merely of memory8 ,how many reveal original1 creative thinking8 ,such questions as these not only impress us with the force of the question as a means of teaching1 but they lead us to examine into our own method of asking them4 ,the whole teaching process so easily and unconsciously develops into a matter of routine that it is good practice occasionally to take stock of ourselves4 ,it is surprising to find how many teachers develop a particular type of question which becomes their sole stock in trade4 ,miss ,ronniett ,stevens1 in her thesis1 ,the ,question as a ,measure of ,efficiency in ,instruction1 has made one of the most enlightening studies yet made on the matter of questioning4 ,her results are quoted by ,weigle1 in his ,talks to ,sunday ,school ,teachers1 in a passage of interest1 not only because of ,miss ,stevens' findings1 but also because of ,mr4 ,weigle's own conclusions3 ,one of the outstanding differences1 in present practice1 between the public and the ,sunday school1 is that most public school teachers ask too many questions and most ,sunday school teachers do not ask questions enough4 ,for the first half of this statement there is ample evidence in the careful study by ,miss ,ronniett ,stevens on ,the ,question as a ,measure of ,efficiency in ,instruction4 ,miss ,stevens secured complete stenographic reports of twenty high school lessons in ,english1 history1 science1 ,latin1 modern languages1 and mathematics2 she observed one hundred more such lessons chosen at random1 with a view to counting and noting the number and nature of the questions asked in each2 and she followed each ten classes through an entire day's work for the purpose of studying the aggregate question-stimulus to which each was subjected in the course of the day4 ,the results of her study are surprising4 ,in only eight of the twenty lessons completely reported the teacher asked less than ninety questions in the period of forty-five minutes1 the average being sixty-eight4 ,in each of the remaining twelve lessons more than ninety questions were asked in the same period of time1 the average being #abh4 ,a freshman class in high school1 in a day's work of five periods of forty minutes each1 not counting gymnasium1 was subjected to #eaf questions and expected to return #eaf answers1 which is at the rate of #b3eh questions and #b3eh answers per minute4 ,the lowest number of questions recorded in a day's work for a class was #cba1 and the average number #cie4 ,such rapid-fire questioning1 ,miss ,stevens rightly holds1 defeats its own ends4 ,it maintains a nervous tension in the classroom that must in the long run be injurious4 ,more than that1 it is a symptom of the fact that the real work of the hour is being done by the teacher1 and the pupil's share is reduced simply to brief1 punctuation-like answers to the teacher's questions4 ,such questions appeal to mere memory or to superficial judgment rather than to real thought2 they cultivate in the pupil neither independent judgment nor the power of expression2 they ignore individual needs and discourage initiative2 they make out of the classroom a place to display knowledge1 rather than a laboratory in which to acquire it4 ,the second half of the proposition1 that most ,sunday school teachers do not ask questions enough1 has not been established by any such investigation as that of ,miss ,stevens4 ,a similar study1 on the basis of complete stenographic reports1 of typical ,sunday school lessons1 would be a most valuable addition to our resources in the field of religious pedagogy4 ,till such a study is made1 one must simply record his conviction that ,sunday school teachers1 as a general rule1 ask too few1 rather than too many questions4 ,this conviction is based upon general observation and upon the frequency of such remarks as1 ',i just can't get my class to study1' ',there are only two or three who ever answer my questions1' ',my pupils don't know anything about the ,bible1' ',as long as ,i do all the talking1 things go all right1' etc4 ,weigle1 ,talks to ,sunday ,school ,teachers4 ,the whole matter of questioning can be made to stand out most clearly1 perhaps1 by listing the various types of question1 the purposes which each type serves1 and the characteristics of a good question4 ,first of all there is the ,review question4 ,the great purpose of this type of question is to systematize knowledge4 ,of course1 it is valuable as an aid to recollection--it is a challenge to memory--but it is particularly helpful in that it makes the big essential points in a course stand out in relief with minor points properly correlated and subordinated4 ,the review question is a guide to the pupil whereby he may see the relative significance of the work he has covered4 ,one of our great difficulties lies in the fact that our teaching is so largely piece-meal4 ,today's lesson is hurried through1 isolated as it is from all that has gone before and all that may follow4 ,the successful teacher through the review makes each lesson a link in the chain of thought that underlies the whole development of the subject in hand4 ,the review question is essentially a carefully thought out1 searching inquiry4 ,it calls for a turning over1 in the mind1 of the material of the whole course and therefore should allow ample time for pondering4 ,if it does not stimulate a weighing process1 it likely is merely a fact question--a test of memory4 ,of course1 there is a place at times for this hurried type of question1 but it serves the purpose only of connecting up and should not be mistaken for the evaluating question of review4 ,the following questions on the expulsion of the ,saints from ,missouri are illustrative review questions3 #a4 ,to what extent1 if any1 were the ,latter-day ,saints themselves responsible for their expulsion from ,missouri8 #b4 ,to what extent were the persecutions of ,missouri political8 ,religious8 #c4 ,how do you account for the fact that the ,lord's people have always been a chastened people8 #d4 ,show how the ,missouri persecutions have been ultimately a blessing to the ,latter-day ,saints4 ,the second type of question is the fact question4 ,it serves to check up on mental alertness and recall4 ,it is often helpful in arresting attention and therefore has a certain disciplinary function4 ,the teacher1 of course1 must make sure that his pupils are grasping the subject-matter presented1 and the fact question serves admirably as a test of knowledge4 ,it is usually a short question calling for a short answer1 and therefore may be used in a rapid-fire way that stimulates thought4 ,it is this type of question that is hurled so frequently at classes with the consequences pointed out in the quotation from ,miss ,stevens4 ,the same author lists as objections to the continued use of these rapid-fire questions the following bad features4 ,they result in3 #a4 ,nervous tension4 #b4 ,the teacher's doing most of the work4 #c4 ,emphasis upon memory and superficial judgment4 #d4 ,little time for the art of expression4 #e4 ,little attention to the needs of particular individuals in a class4 #f4 ,the class being made a place for displaying knowledge4 #g4 ,little self-reliant1 independent thinking4 ,as illustrative of the fact question may we set down the following3 ,who was ,joseph ,smith8 ,what was his father's name8 ,what was his mother's name8 ,where was he born8 ,how old was he when he received his first vision8 ,when did he receive the plates8 ,the challenging question and the leading question are closely enough allied that we may well discuss them together4 ,they are both intended to provoke creative thinking4 ,the leading question aims to capitalize on what is already in the pupil's mind in getting him to go one step further to a conclusion we already have in mind4 ,instead of telling a class of young children that ,joseph ,smith prayed to the ,lord for help in choosing the church to which he might best belong1 we might proceed by saying that the ,prophet had asked his father and mother--he had asked his best friends--he had talked with all the ministers he could find--he had read in all of the available books--now who can tell what else he could do8 ,the chief merit of the leading question lies in the fact that it paves the way for the answer4 ,it is particularly helpful in encouraging young and backward pupils4 ,but is easily subject to abuse4 ,so much so that its use is very largely restricted in law courts4 ,it results too frequently in the teacher's thinking for the pupil1 and therefore ought to be used with care4 ,the challenging question is the question that fosters originality of thought1 independence of judgment4 ,it simply raises a problem and leaves pupils free to arrive at their own conclusions4 ,it makes for an intelligent faith so much desired in a democratic ,church such as ours4 ,it is the one question above all others that guarantees a vital class distinction4 ,of course1 there is a place for all four of these types of questions4 ,as was said relative to the methods of the recitation1 the best method is a variety of methods4 ,so with questions4 ,it is perfectly clear1 however1 that for general purposes that question which prompts greatest reflection and independent thinking is the best one to indulge most frequently4 ,the following questions out of a lesson on ,joseph ,smith's ,first ,vision are set down as typical of thought-provoking questions3 #a4 ,in view of the fact that when men choose a man for president of a bank they look for a man of maturity and experience1 how do you explain that ,joseph ,smith1 a mere boy1 with little training or experience1 was entrusted with the great responsibility of founding what we claim is the greatest institution of these latter days8 #b4 ,how can you convince the world that a just ,god would declare that none of their churches is right8 #c4 ,what vital truths are announced to the world through his first vision8 ,let us conclude this chapter with one more quotation from ,miss ,stevens4 ,when asked to name the three outstanding characteristics of a good question1 she set them down as follows3 #a4 ,a good question should stimulate reflection4 #b4 ,it should be adapted to the experience of the pupil4 #c4 ,it should draw forth a well-rounded answer4 99 99 99 99 99 ,,questions ,,on ,,questioning ,do ,i call on my pupils to recite in a fixed order1 according to alphabet or seating1 so that they are warned not to attend till their turn comes8 ,do ,i name the pupil who is to answer before ,i put the question8 ,do ,i ask direct questions or alternative questions which can be answered without knowledge or thought8 ,do ,i ask chiefly fact questions8 ,do ,i ask leading or suggestive questions8 ,do ,i repeat my questions8 ,attention4 ,do ,i answer my own questions8 ,do ,i ask confusing1 changed questions8 ,do ,i ask foolish questions that no one can answer8 ,do my questions make pupils think8 ,do my questions follow up the answer and lead to new organization of knowledge8 ,do ,i repeat the pupil's answer8 ,do my questions reach all the members of the class8 ,do ,i make the recitation an inquisition1 or do ,i pursue a slow pupil and listen while pupils express themselves freely and naturally8 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xxi #a4 ,why is it essential that we prepare questions as we do other material8 #b4 ,what are the dangers that attend the asking of a great number of fact questions8 #c4 ,discuss the relative value of the ,w's--what1 who1 when1 where1 and why4 #d4 ,discuss each of the questions on questioning in this chapter4 #e4 ,bring in three thought-provoking questions on one of the current lessons in the month's work of one of the auxiliary organizations4 ,,helpful ,,references ,fitch1 ,the ,art of ,questioning2 ,stevens1 ,the ,question as a ,measure of ,efficiency in ,instruction2 ,weigle1 ,talks to ,sunday ,school ,teachers2 ,horne1 ,story ,telling1 ,questioning1 and ,studying2 ,brumbaugh1 ,the ,making of a ,teacher2 ,driggs1 ,the ,art of ,teaching4 ,,chapter ,,xxii ,,the ,,problem ,,of ,,discipline ,,outline--,,chapter ,,xxii ,a popular misconception of discipline4--,discipline inherent in teaching4--,importance of discipline in our religious teaching4--,changed attitude within the past three centuries toward discipline4--,what discipline is4 ,methods of securing discipline3 ,the method of rewards2 ,the method of pleasing the teacher2 ,the method of punishment2 ,the method of social appeal2 ,the method of interest4 ,the importance of a proper attitude on the part of one who disciplines4--,what constitutes such an attitude8 ,back in #aiaf the writer of these chapters was invited to address a group of teachers on the subject of discipline4 ,this particular lecture came toward the end of a series of lectures given on the various pedagogical truths underlying teaching4 ,one particular teacher1 who had listened to all of the lectures1 expressed appreciation of the fact that discipline was to be discussed--it apparently was his one concern1 as indicated in his remark3 ,we have listened to some excellent theories in these lectures4 ,but ,i have to teach a class of real live boys and girls4 ,how can ,i keep the little rascals quiet long enough to work the theories out8 ,the remark expresses admirably the attitude of very many teachers relative to discipline4 ,they regard teaching as one thing--discipline as quite another4 ,with them discipline involves some sort of magic process or the application of some iron rule authority1 which secures order that teaching may then be indulged in4 ,as a matter of fact1 discipline is inherent in good teaching4 ,it is not a matter of correction so much as a matter of prevention4 ,the good disciplinarian anticipates disorder--directs the energies of his pupils so that the disorder is made impossible by attention to legitimate interests4 ,discipline is one of the most pressing problems in the quorums and organizations of the ,church today4 ,on every hand the complaint is registered that proper respect is not shown1 either for those in important positions or for our places of worship4 ,the spirit that accompanies the political rally or basketball game1 held in our amusement halls1 too frequently is carried into our sacred meetings4 ,the spirit of unconcern is carried into our classrooms until all too often to call the condition one of disorder is a very inadequate description of the procedure4 ,it is interesting to note the changing attitude generally in the matter of discipline4 ,the harshness of other days is largely replaced by a leniency that borders on easiness4 ,our whole attitude toward criminals has been revolutionized1 and our human impulses have carried over into the realm of teaching1 until now1 at least in the opinion of very many critics1 we have drifted largely into soft pedagogy--a process of trying to please regardless of the consequences4 ,earlier treatises on education devoted a good bit of space to the amount and kind of punishment that should be administered in a well-ordered school4 ,punishment is decidedly out of taste these days4 ,the biography of an old ,german master discloses the fact that during his teaching career he had administered #iaa1ebg raps with his cane1 #bj1ihi with a ruler1 #acf1gae with his hand1 and that he was responsible for #a1aae1hjj slaps on the head4 ,the same attitude is reflected in the fact that in ,england1 as late as the year #ahjj1 two hundred twenty-three offenses were punishable by death4 ,the offenses included shooting rabbits1 stealing1 defacing ,westminster ,bridge1 etc4 ,in our day we hesitate to apply the extreme penalty even to the murderer4 ,the attitude toward the content of teaching has undergone a change quite in keeping with that attached to method4 ,there was a time when pedagogical philosophy rather hinted1 ,it doesn't make any difference what you teach a boy1 as long as he doesn't like it4 ,the hint these days might more nearly read3 ,it doesn't make any difference how valuable certain material is for a boy1 don't attempt to teach it to him unless it fascinates him4 ,our effort to interest our pupils has practically resulted in taking the scriptures1 particularly the ,old ,testament1 out of our organizations4 ,of course1 the doctrine of interest is a very vital one1 but there are bounds beyond which we ought not to push it4 ,it is1 therefore1 perfectly obvious that there is urgent need of discipline4 ,any effort at social control demands it4 ,the army succeeds as it does because of its discipline4 ,wherever a group of individuals undertake action in common1 every member must be willing to sink interests of self in welfare of others4 ,as was pointed out in the chapter on ,individual ,differences1 a class is made up of all kinds of individuals4 ,they vary in capacity1 in ideals1 in training1 in attitude1 in disposition1 and in purpose4 ,manifestly group progress will be made possible in any such case by a mutual willingness to co-operate--a willingness to attend a discussion even though not particularly interested in it1 but because it may be of concern to someone else whose interests ,i have undertaken to promote4 ,my very presence in the class imposes such a responsibility upon me4 ,it is essential in a discussion of discipline that we agree as to just what discipline is4 ,it is not mere silence4 ,silent quietness may be agreeable1 but it certainly does not make for achievement4 ,such silence would be of little worth if it could be achieved1 and it cannot be achieved with twentieth century human beings4 ,the question of the lad who had been taken to task for his disturbance is always refreshing4 ,the teacher1 after a somewhat prolonged scolding1 had concluded3 ,now1 ,tommie1 do be quiet4 ,what fur8 ,the ,english may not be the choicest1 but the sense is wonderfully significant to the teacher who would really understand the problem of discipline4 ,discipline is not repression4 ,the ,d of discipline and the ,d of don't have been confused all too often4 ,just as the too frequent use of the brakes on an automobile ruins the lining1 so the too frequent don't of repression ruins the goodwill lining of the boy1 and when that lining is gone the brake squeaks1 and in emergencies doesn't hold at all4 ,discipline rather consists in that direction of wholesome activity which creates an atmosphere of intellectual endeavor in which every individual of a group can profitably follow his own interests while allowing every other individual to do the same thing free from interference4 ,discipline makes it possible for all to do the thing to be done to advantage4 ,it may at times require silence1 it may involve vigorous action--it always presumes intelligent direction that holds those concerned to the orderly pursuit of an established goal4 ,various means have been devised for the securing of discipline4 ,the doctrine of rewards has been and still is being followed extensively4 ,to give an individual something for being good has never appealed to educators as fundamentally sound4 ,it puts a false evaluation upon virtue4 ,it may be that such a policy must be resorted to in emergencies1 but followed regularly it is likely to be attended with disastrous results4 ,the boy who has regularly to be bought into doing what he should will likely raise his price until the method of rewards becomes ruinous both to the father and the boy4 ,to heroize a boy in class every time he does a meritorious act will very likely spoil him4 ,encouragement1 of course1 is helpful1 but it ought not to be overindulged4 ,a stick of candy may induce a child to go to bed agreeably each night1 but the candy may spoil other things than the bedspread4 ,moral fibre is built up by developing the habit of doing a thing because it is right--because it ought to be done4 ,there are teachers and preachers who hold the interest of those taught by tickling their ears with material1 either funny or nonsensical4 ,there is a question whether it is not a dangerous practice in an effort to win them to what should be an attitude of religious devotion4 ,then there is the doctrine that children should be good to please their parents and teachers4 ,this doctrine is akin to that of rewards4 ,it sets up something of a false ideal1 though of course it is a splendid thing to teach appreciation of those who help us4 ,much can be defended which seeks to inculcate in the minds of children reverence for their elders4 ,the chief difficulty lies in the fact that this doctrine may not continue to appeal as fundamentally sound4 ,a third method for securing discipline is to compel it4 ,this is to resort to the law of things4 ,a certain amount of law should characterize both the home and the classroom4 ,obedience and order are the first laws of heaven and are essential to good social environment4 ,but the law should be so administered that the obedience exacted rests upon an intelligent understanding of the purpose behind the law4 ,otherwise there comes a time when mere authority fails to control4 ,it is a good thing to train children to abide by regulations out of a sense of duty4 ,if duty and love can be coupled1 the combination makes for permanent law-abiding4 ,arbitrary authority and blind obedience have produced ,germany4 ,strong leadership coupled with democratic co-operation and loyalty have produced ,america4 ,still another doctrine of discipline rests upon a social appeal4 ,members of a group agree that in the interest of everyone's welfare each individual will subscribe to certain conditions regardless of their application to him4 ,this principle1 fundamental in all democracies1 can safely be trusted to secure desired results in groups mature enough to assure sound judgment4 ,the sense of justice in the human soul is a safe guarantee of both liberty and good order4 ,many of our classes no doubt could be improved noticeably if we could enlist the co-operation of the members to the extent that they would assume to govern themselves4 ,finally there is the doctrine of interest as a means of maintaining discipline4 ,this doctrine implies that a teacher should get his class so interested in doing what he wants it to do that it hasn't any inclination to do what it ought not to do4 ,this doctrine is not the pernicious doctrine hinted at earlier in this chapter of cheapening everything into easiness4 ,genuine interest may lead not only to effort1 but to sacrifice4 ,the boy who plays football does not play because of the ease of the game--he is fascinated by his interest in the struggle4 ,ample preparation and a complete understanding of pupils will make possible an interest that disciplines without any evidence of discipline4 ,surely this is the modern doctrine of discipline1 though with it should be coupled that wholesome respect for authority that prompts citizens to abide by the law4 ,no discussion of discipline would be complete which did not mention at least the significance of attitude on the part of one who disciplines4 ,in so many cases when a boy is corrected he complains of the teacher1 ,oh1 well1 he's got it in for me4 ,it is always interesting to know whether a parent or teacher disciplines a child because the child needs it1 or because the parent or teacher is unnerved and has to give expression to his feelings4 ,the disciplinarian who can correct1 when correction is necessary1 both in firmness yet in fairness1 so that the person who is corrected is made to feel that the correction grows out of a desire to help rather than merely to punish--that disciplinarian will exert an influence for good that is hard to estimate4 ,he is both a friend and a benefactor4 ,let us conclude this chapter with that wonderful passage from the ,doctrine ,covenants which gives us the word of the ,lord on this matter of controlling others3 ,behold1 there are many called1 but few are chosen4 ,and why are they not chosen8 ,because their hearts are set so much upon the things of this world1 and aspire to the honors of men1 that they do not learn this one lesson-- ,that the rights of the ,priesthood are inseparably connected with the powers of heaven1 and that the powers of heaven cannot be controlled nor handled only upon the principles of righteousness4 ,that they may be conferred upon us1 it is true2 but when we undertake to cover our sins1 or to gratify our pride1 our vain ambitions1 or to exercise control1 or dominion1 or compulsion1 upon the souls of the children of men1 in any degree of unrighteousness1 behold1 the heavens withdraw themselves2 the ,spirit of the ,lord is grieved2 and when it is withdrawn1 ,amen to the ,priesthood1 or the authority of that man4 ,behold6 ere he is aware1 he is left unto himself1 to kick against the pricks2 to persecute the ,saints1 and to fight against ,god4 ,we have learned1 by sad experience1 that it is the nature and disposition of almost all men1 as soon as they get a little authority1 as they suppose1 they will immediately begin to exercise unrighteous dominion4 ,hence many are called1 but few are chosen4 ,no power or influence can or ought to be maintained by virtue of the ,priesthood1 only by persuasion1 by long suffering1 by gentleness1 and meekness1 and by love unfeigned2 ,by kindness1 and pure knowledge1 which shall greatly enlarge the soul without hypocrisy1 and without guile2 ,reproving betimes with sharpness1 when moved upon by the ,holy ,ghost1 and then showing forth afterwards an increase of love toward him whom thou hast reproved1 lest he esteem thee to be his enemy2 ,that he may know that thy faithfulness is stronger than the cords of death2 ,let thy bowels also be full of charity towards all men1 and to the household of faith1 and let virtue garnish thy thoughts unceasingly1 then shall thy confidence wax strong in the presence of ,god1 and the doctrine of the ,priesthood shall distil upon thy soul as the dews from heaven4 ,the ,holy ,ghost shall be thy constant companion1 and thy sceptre an unchanging sceptre of righteousness and truth1 and thy dominion shall be an everlasting dominion1 and without compulsory means it shall flow unto thee forever and ever4 7,doc4 ,cov41 ,sec4 #aba3cd-df47 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xxii #a4 ,what constitutes good discipline8 #b4 ,what factors contribute to make discipline a real problem in our ,church8 #c4 ,discuss our attitude toward discipline today as compared with the attitude toward it a generation ago4 #d4 ,name the various methods of securing discipline4 #e4 ,discuss their relative values4 #f4 ,why is the teacher's attitude so important a factor in discipline8 #g4 ,what qualities are involved in the proper attitude8 #h4 ,discuss preparation in its bearing upon discipline4 ,,helpful ,,references ,doctrine ,covenants2 ,bagley1 ,school ,discipline2 ,o',shea1 ,everyday ,problems in ,teaching2 ,brumbaugh1 ,the ,making of a ,teacher2 ,dewey1 ,interest and ,effort in ,education4 ,,chapter ,,xxiii ,,creating ,,class ,,spirit ,,outline--,,chapter ,,xxiii ,the pull of a good class4--,the appeal of an attractive classroom4--,making it our room4--,the teacher and class spirit4--,capitalizing on the leadership of the class4--,stimulating free participation4--,out of class activities4--,some possibilities4 ,there is a pull to certain classes--a pull that has all the force of a magnet4 ,pupils not only go to such a class willingly1 but anticipate with pleasure the approach of the recitation hour4 ,when duty is coupled with pleasure1 there is a force for righteousness that is beyond measure4 ,of the various factors that contribute to the creation of a class spirit1 the following are offered as being among the most helpful4 #a4 ,an ,attractive ,classroom4 ,while it is true that most of the organizations in the ,church do not have surplus funds for beautifying their buildings1 and while it is equally true that many a good lesson has been conducted on the dirt floors of long cabins1 it is equally true that rooms can be beautified1 and that pleasant surroundings can be made a potent force in holding to our organizations the men and women and boys and girls of the ,church4 ,of course1 elaborate1 expensive decorations ought to be discouraged4 ,simplicity always is more consistent with the spirit of worship than is extravagance4 ,but contrast the difference in effect on children of a bare1 untidy1 makeshift room as against a cozy room decorated with a few beautiful pictures or draperies and made homelike with comfortable seats and tidy arrangement4 ,nor is any great expense involved4 ,the writer recalls visiting a kindergarten class in one of the schools in ,salt ,lake ,county4 ,the ward authorities had not been asked for a dollar to fit up the room1 and yet it had one of the homiest atmospheres imaginable4 ,the teacher of the class1 in addition to having an interest in the class1 had an artistic temperament4 ,she had collected through a number of years the most beautiful pictures that had appeared in the magazines4 ,these in their home-made frames transformed the walls of her room into a veritable art gallery--wherever the eye of the visitor rested1 it was greeted by a picture that1 through its beauty1 drove home an appreciation of the finer things of life4 ,the children1 too1 had been stimulated to a pride in their room4 ,they had brought in the available old rags from their homes and1 as the result of a ,sunday ,school entertainment which they had put on with the co-operation of the other departments of the school1 they had had the rags woven into one of those cheerful1 old-fashioned home-made carpets4 ,it was perfectly clear that the children took delight in going to this their room each ,sunday morning4 ,their pride prompted them to take care of what they regarded as their room1 and made for a spirit of quiet and good order hard to surpass4 ,during the course in teacher-training at ,provo1 last summer1 one of the members of the class courteously took the pains to see that a bouquet of flowers adorned the teacher's desk each day that the class met4 ,it is impossible to estimate the effect of those flowers4 ,their beauty1 coupled with the thoughtfulness that brought them in1 made for a fragrance of spirit that exerted a remarkable influence4 ,once the idea becomes established1 pupils will take delight in making their classroom a place in which they will love to meet4 #b4 ,the ,teacher4 ,we have already discussed at length the personality of the teacher and its force in teaching4 ,we need only emphasize the fact here that the magnetism of the teacher1 either through what he is or what he gives1 is the one great factor that makes for class spirit4 ,the class inevitably reflects the attitude of the man who directs it4 ,he must radiate enthusiasm before it can be caught by his pupils4 ,his inspiration in making them feel that their class is the one class of an organization is only too gladly responded to by those whom he teaches4 ,if he impresses the class with the fact that he joins with them because he loves so to do rather than because he has a duty to perform--if he makes suggestions in the interest of a better class--if he starts out by doing something himself by way of a contribution to the class and its spirit--he can be reasonably sure that his class will come more than half-way to join in his plans4 ,not only his attitude is a vital factor--his preparation must be of the same enthusiastic type4 ,a pupil of a very successful teacher in ,salt ,lake ,city recently made the remark1 ,i wouldn't think of missing ,brother ----'s class4 ,he gives me food for a week4 ,pressed as to the explanation of this enthusiasm1 he added1 ,brother ---- is unique4 ,he always attacks a subject in such a new and thorough way4 ,he goes below the surface and really teaches us the ,gospel4 ,it is not strange1 of course1 that such advertising on the part of class members has built up an enrollment of some seventy-five pupils4 ,let us1 then1 remind ourselves that boys like a teacher ,who has pep1 ,who tells us something new1 ,who doesn't preach at us4 #c4 ,capitalizing on the ,leadership of the ,class4 ,just as in every band of horses there is a leader1 so there is in every group of boys and girls4 ,and as with the leaders1 so with the followers4 ,get the leaders1 says a veteran horseman1 and you have all the rest4 ,it is frequently the case that a teacher does not know intimately all of his pupils4 ,perhaps in many cases that teacher can know well a few of the outstanding leaders4 ,he can well accompany them on hikes1 can take them to a theatre1 a ball game1 or for a ride4 ,if he wins them they become his lieutenants--they make his class4 ,a word from him and these under officers lead the whole class to the desired reaction4 ,take your leading pupils into your confidence and they will establish you in the confidence of all the rest4 ,the experience is related of a teacher sent into southern ,utah to take charge of a class of boys who had dismissed three teachers already1 within the first half year of school4 ,when the newcomer arrived1 the air was full of rumblings as to what was to become of number four4 ,he was variously cautioned to make an early departure1 to go into school armed to expect anything4 ,but this particular teacher appreciated the fact that he was best armed when backed by the confidence and good will of his class4 ,it was an easy matter to have pointed out for him the meanest boy of the lot4 ,this boy he sought out and found playing a game of horseshoe4 ,invited to take a place in the game1 he entered the circle of the outlaws by winning decisively from their champion--the meanest boy4 ,to this boy1 the new teacher was a real fellow4 ,whatever he said1 went6 ,the word was circulated overnight among the boys of the town4 ,the teacher already was master of the situation4 ,the meanest boy1 instead of being the chief outlaw1 now took pride in being chief lieutenant4 ,winning the leader won the group1 and teacher number four not only stayed the year out1 but was petitioned to come back a second year4 ,as a matter of fact1 he says1 he taught school in that town for seven years4 #d4 ,putting a ,premium on ,participation4 ,one of the most interesting classes the writer has ever visited was a theological class in the ,granite ,stake4 ,the teacher was committed to the policy of taking as little as possible of the class period himself1 but he was also committed to the policy of getting his pupils to do the most possible4 ,for the particular day in question he had assigned a discussion of baptism4 ,one member of the class had been asked to discuss sprinkling as the correct method1 another had been assigned immersion4 ,the two young men brought in their findings as if they had been trained for a debate4 ,within the forty minutes devoted to the recitation baptism had been gone into as thoroughly as the writer has ever seen it gone into during the course of a single lesson1 and the members of the class had been delightfully entertained and enlightened4 ,when the bell rang announcing the close of the recitation1 the class petitioned to have the discussion continued the following ,sunday4 ,it was perfectly clear how the teacher had built up his enrollment4 ,it is fundamental in human nature to love social combat4 ,the clash of mind versus mind makes a wonderful appeal4 ,witness a political convention or an open forum debate6 ,let it be known that a vital subject is to be discussed by men who are really prepared and other men bestir themselves to be in attendance4 ,surely no subjects are full of more vital significance than questions of life and life eternal4 ,if a teacher will take the pains to select attention-compelling headings and then stimulate representative members of his class really to work out something of a contribution1 he need have no fear of the success of his class4 ,such procedure not only guarantees a good class--it promotes faith on the part of those participating as few other things can4 ,too frequently we content ourselves with the routine of commonplace talk4 ,there is no enthusiasm in mere routine as there is none in listless listening to generalities4 ,our effort should be to make our classes intellectual social centers with everybody participating4 #e4 ,promoting ,class ,activities ,out of ,hours4 ,the ,seventies who harvested the grain for the widow of one of their members did a splendid bit of service1 not only for her but for their own quorum4 ,a common objective in service made for a common bond in fellowship4 ,the ,primary class that was stimulated to take a basket of flowers to one of its sick members was helped not only in the making of someone happy1 but in building up a class spirit that guaranteed success4 ,there are so many possibilities open to the teacher who really cares4 ,just the other evening the teacher of a class of ,bee ,hive girls called them together for a little social entertainment that they might talk over plans for the approaching season4 ,what a capital attitude8 ,not to wait till the season opened1 but to take the pains to look up the available1 prospective class members and make ready for an enthusiastic campaign4 ,of course1 such a teacher will succeed4 ,class socials of all sorts1 baseball teams1 authors' clubs1 bits of ward service1 visits to institutions of interest--scores of worthy opportunities present themselves always to the teacher who is anxious to build up a genuine class spirit4 ,and that spirit is the one great guarantee of real joy in teaching--it makes a class one which its members will always hold in memory4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xxiii #a4 ,why is it essential that a teacher build up a class spirit8 #b4 ,give three practical suggestions on the subject of beautifying classrooms4 #c4 ,discuss the importance of the attitude of a teacher in promoting class spirit4 #d4 ,point out possible methods for enlisting the co-operation of class leaders4 #e4 ,what do you consider your best method of stimulating members to participate in class discussions8 #f4 ,what kind of class activities contribute most to the life of your class8 #g4 ,discuss the advisability of promoting class athletic teams4 ,,helpful ,,references ,colgrove1 ,the ,teacher and the ,school2 ,weigle1 ,talks to ,sunday ,school ,teachers2 ,dewey1 ,interest and ,effort in ,education2 ,o',shea1 ,everyday ,problems in ,teaching2 ,norsworthy and ,whitley1 ,psychology of ,childhood4 ,,chapter ,,xxiv ,,conversion--,,the ,,real ,,test ,,of ,,teaching ,,outline--,,chapter ,,xxiv ,character1 a great power in conversion4--,our concern the converted teacher and also the converted pupil4--,the converted teacher believes what he teaches4--,the converted teacher practices what he teaches4--,the force of ,come1 follow me4--,what makes for conversion4--,the teacher's obligation to kindle the spiritual fire4--,his obligation to feature testimony-bearing4--,his obligation to take his pupils where they will feel the spirit of testimony4 ,a number of years ago a young graduate of one of our eastern universities was employed to teach science in a school in ,japan4 ,he was employed with the understanding that though he was free to advance whatever scientific theories he chose he should say nothing about his ,christian religion4 ,he accepted the conditions gladly1 and during the first year of his service was careful not even to mention ,christianity4 ,he not only taught his classes in science1 but he joined with the boys in their athletics and in their social life generally4 ,being both an athlete and a leader1 he was soon looked to as the life of the school4 ,his clean life was an inspiration4 ,he inevitably set a ,christian standard4 ,before the end of the second year1 though he had preached never a word1 forty young men made application for membership in his church4 ,his life and ideals had converted them as no preaching could have done4 ,what was true in this case is inevitably true in the case of all real teachers4 ,what a man is breathes a power of conversion that no force or argument can equal4 ,hence this concluding chapter--,conversion1 the ,real ,test of ,teaching4 ,first of all1 we are concerned with the conversion of the teacher2 secondly1 with the conversion of the pupil4 ,they are inseparably interwoven4 ,only the converted teacher can make converts of his pupils4 ,and surely there is very great need of this very thing--the making of real converts of our boys and girls that they may come fully to appreciate the significance of the ,gospel of ,jesus ,christ4 ,upon them rests the carrying forward of that great work which only the conversion of our pioneer forefathers could have achieved4 ,in the first place1 the converted teacher believes what he teaches4 ,there is no half-hearted attitude toward the subject in hand4 ,to him it is both true and vital4 ,he teaches with a positiveness and an assurance which grip pupils4 ,what a difference between the speech in which a speaker merely makes certain observations--sets forth certain specified facts--and the speech in which those same facts are heightened by that glow of conviction which stamps them as indispensably essential to proper living4 ,the prayer of a man who does not believe in prayer is an example of the emptiness of unbelief4 ,there is one minister in ,chicago who openly announces that ,god does not and can not answer the prayers of mankind4 ,and yet he prays4 ,and what mockery is his praying4 ,mere words4 ,no man is ever touched by such an empty form4 ,such prayers have none of that ,heaven ,force which establishes communion with the ,lord4 ,surely ,they draw near me with their lips1 but their hearts are far from me4 ,to everyone comes the experience of listening to the heavy phrases of him who would argue and harrangue his auditors into salvation4 ,how his words seem not only to close their minds1 but to shut their hearts as well4 ,he fairly talks so loudly that they can't hear him4 ,and then some humble follower of ,him who shunned the orator's eloquence moves to tears the same audience by his simple utterance of what he knows and feels to be true4 ,he adds the conviction of conversion to mere hard-headedness4 ,when a man knows that which he teaches is true there is a spirit that gives power to what he says4 ,the letter killeth1 but the spirit giveth life4 ,the experience of a ,montana railroad executive gives force to this thought4 ,he told one of our leaders how he had always been impressed with the achievements of our ,church4 ,in fact1 he became such an admirer of the wonderful organization of the ,mormon ,church that he decided to adopt the same kind of organization in his railroad4 ,to quote3 ,i thought if ,i could apply the same system up here that you have in the ',mormon' ,church it would work just the same for me as it did for you4 ,i have copied its plan with the ,first ,presidency1 the ,council of the ,twelve1 the ,presiding ,bishop1 and all the other officers4 ,i have tried it--but it wouldn't work for me4 ,only a ,latter-day ,saint can fully understand why4 ,and so the teacher who would become a converter must feel the truth of what he teaches so that a spirit of conviction extends from him to his class and so takes hold of the members that they1 too1 feel the truth of what he says4 ,in short1 the real teacher must have a testimony of the truthfulness of the ,gospel of ,jesus ,christ4 ,he must be caught up by that same spirit that opened the heavens to the ,prophet ,joseph ,smith--only then can he really teach4 ,the ,lord has so revealed3 ,and they shall observe the covenants and church articles to do them1 and these shall be their teaching1 as they shall be directed by the ,spirit2 ,and the ,spirit shall be given unto you by the prayer of faith1 and if ye receive not the ,spirit1 ye shall not teach4 7,doc4 ,cov41 ,sec4 #db3ac1 #ad47 ,verily ,i say unto you1 he that is ordained of me and sent forth to preach the word of truth by the ,comforter1 in the ,spirit of ,truth1 doth he preach it by the ,spirit of ,truth or some other way8 ,and if it be by some other way1 it is not of ,god4 ,and again1 he that receiveth the word of truth1 doth he receive it by the ,spirit of ,truth or some other way8 ,if it be some other way it be not of ,god3 ,therefore1 why is it that ye cannot understand and know that he that receiveth the word by the ,spirit of ,truth1 receiveth it as it is preached by the ,spirit of ,truth8 ,wherefore1 he that preacheth and he that receiveth1 understandeth one another1 and both are edified and rejoice together2 ,and that which doth not edify is not of ,god and is darkness2 ,that which is of ,god is light2 and he that receiveth light and continueth in ,god1 receiveth more light1 and that light groweth brighter and brighter until the perfect day4 7,doc4 ,cov41 ,sec4 #ej3ag-bd47 ,in the second place1 the teacher's belief must be translated into daily life4 ,come1 follow me1 is the admonition that makes for conversion4 ,a young man recently1 in characterizing the biggest failure among teachers that he had ever known1 remarked1 ,he simply couldn't teach us anything4 ,he started in by giving us a vigorous lecture against tobacco1 but before a week had passed we all knew that he himself smoked4 ,he might just as well have given up teaching right there4 ,we couldn't see any truth in him after that1 for the 'smoke' of his own deception4 ,of course1 he was not converted4 ,a similar experience is related of the principal of a school who1 with his faculty of teachers1 made it a school rule that there should be no playing of cards on the part of the students4 ,the rule recorded1 however1 the principal proceeded to participate in downtown card parties until he established a reputation1 in the language of the boys1 as a card shark4 ,not only did that principal find it impossible thereafter to combat the evil of students cutting classes to play cards1 he lost that confidence on the part of the student body without which school discipline cannot be achieved4 ,lack of conversion--such conversion as leads a man to practice what he preaches--cost him his position4 ,to the teacher who would develop the power of conversion1 may we make reference by way of review to those suggestions in an earlier chapter that make for spiritual growth3 #a4 ,live a clean life4 #b4 ,read the word of the ,lord4 #c4 ,do the duties assigned by those in authority4 #d4 ,subscribe to all the principles of the ,gospel4 #e4 ,cultivate a real spirit of prayer4 ,if the teacher is really converted1 of course the conversion of his pupils follows very largely as a corollary4 ,but by way of practical suggestion1 it may be helpful to list some things that may be done to promote a spirit of testimony on the part of the pupils4 ,at the outset a teacher ought to appreciate just what a testimony is and how it varies with the age and experience of children4 ,it is clearly a mistake as a general rule to expect young children to give expression to a testimony such as might be borne by an adult4 ,true1 some children enjoy at an early age the spirit of testimony to such an extent that they do seem to know that the ,gospel is true4 ,but it is wiser not to expect too much4 ,then1 too1 testimonies vary with individuals4 ,teachers ought to look out for expressions which are characteristic of the pupil in question rather than to expect all pupils to measure up to a set standard4 ,with a proper conception of a testimony1 the teacher then owes certain rather definite obligations to his class4 ,he ought to feature testimony bearing rather than to apologize for it4 ,in the teaching of the ,gospel of ,jesus ,christ there can be no more sacred opportunity than that which allows pupils to open their hearts to their ,creator4 ,then1 too1 the teacher owes it to his class to kindle the spiritual fire which alone can make for testimony bearing4 ,brother ,maeser had a very effective way of illustrating the significance of this obligation4 ,as he expressed the thought1 no one would feel that he had completed his task of warming a house if he merely put into the grate the necessary paper1 wood and coal4 ,he might have all these1 but until he struck the match which would kindle the fire1 no warmth would be felt4 ,and so1 spiritually1 the fire of a testimony-meeting needs to be kindled4 ,all too often1 a teacher opens the class hour with some such statement as this1 ,now1 boys and girls1 today is ,fast ,day4 ,i hope you won't let the time go to waste4 ,what inspiration in such an opening6 ,that teacher has not only not kindled the fire1 he has brought in a lump or two of coal--hard at that--with no kindling even as a promise of a fire4 ,on the other hand1 the successful teacher comes before his class with a vital truth that thrills him and gives it a concrete expression which prompts pupils to add similar experiences out of their own lives4 ,then1 too1 the teacher may well bring into his class by way of inspiration someone well established in the faith whose experiences are full of the spirit of conversion4 ,there are in every ward in the ,church those men and women who know of a surety that the gospel is true4 ,why not bring them in occasionally to stimulate testimony bearing8 ,might it not be well1 also1 to take the class as a class to our ,fast ,day ,sacrament service1 there to let them enjoy the wonderful spirit of testimony that is so characteristic of these meetings8 ,there is a feeling of conversion that attends these meetings that all boys and girls must feel--must feel so keenly that they in turn will want to give expression to their own convictions4 ,and finally1 as teachers1 let us remind ourselves that in this matter of promoting the bearing of testimonies we should exercise a patience that is full of tolerance and forbearance4 ,some few individuals are converted suddenly2 others respond to the truth gradually2 and there are those who do well if they really respond to the feeling of conversion at the end of a lifetime4 ,as one of our leaders has so beautifully pointed out1 the ,master1 ,himself1 did not convert the world in a day1 nor a year--,he has not converted it in all these centuries4 ,his plan seems to be to teach the truth and wait patiently until the divinity in man asserts itself--until man walks by his own light into eternal truth4 ,under the inspiration of such example may teachers well labor on in earnestness1 happy in the thought that ,he will hasten in ,his own due time what to them may seem a long1 slow process4 ,perchance1 in heaven1 one day to me ,some blessed ,saint will come and say1 ',all hail1 beloved2 but for thee ,my soul to death had fallen a prey'2 ,and oh6 what rapture in the thought1 ,one soul to glory to have brought4 99 99 99 99 99 ,,questions ,,and ,,suggestions--,,chapter ,,xxiv #a4 ,why is conversion the real test of religious teaching8 #b4 ,what are the outstanding characteristics of a person newly converted to the ,church8 #c4 ,discuss the significance of each of the factors that make for conversion4 #d4 ,illustrate how to kindle the spiritual fire4 #e4 ,state why or why not you favor making assignments for testimony day4 #f4 ,what is a testimony8 #g4 ,how may children best cultivate a testimony8 #h4 ,what principle or practice means most to you by way of affirming your own testimony8 ,,helpful ,,references ,the ,doctrine ,covenants1 ,the ,bible1 ,the ,book of ,mormon1 ,the ,voice of ,warning1 ,rays of ,living ,light4 ,bibliography ,the ,art of ,teaching ,driggs ,deseret ,book ,co41 ,salt ,lake4 ,the ,art of ,questioning ,fitch ,a4 ,flanigan ,co41 ,chicago4 ,story ,telling1 ,questioning and ,studying ,horne ,mac,millan ,co41 ,new ,york4 ,principles of ,psychology ,james ,h4 ,holt ,co41 ,new ,york4 ,fundamentals of ,child ,study ,kirkpatrick ,mac,millan ,co41 ,new ,york4 ,a ,study of ,child ,nature ,harrison ,r4,r4 ,donnelley ,sons1 ,chicago4 ,psychology of ,childhood ,norsworthy and ,whitley ,mac,millan ,co41 ,new ,york4 ,the ,essentials of ,character ,sisson ,mac,millan ,co41 ,new ,york4 ,principles of ,teaching ,thorndike ,a4,g4 ,seiler1 ,new ,york4 ,education for ,character ,sharp ,bobbs1 ,merrill ,co41 ,indianapolis4 ,the ,ideal ,teacher ,g4,h4 ,palmer ,houghton-,mifflin ,co41 ,new ,york4 ,the ,seven ,laws of ,teaching ,j4,m4 ,gregory ,the ,pilgrim ,press1 ,chicago4 ,the ,point of ,contact in ,teaching ,dubois ,dodd1 ,mead ,co41 ,new ,york4 ,interest and ,effort in ,education ,dewey ,houghton-,mifflin ,co41 ,new ,york4 ,the ,boy ,problem ,forbush ,the ,pilgrim ,press1 ,chicago4 ,training the ,boy ,mc,keever ,mac,millan ,co41 ,new ,york4 ,types of ,teaching ,earhart ,houghton-,mifflin ,co41 ,new ,york4 ,how to ,teach ,religion ,betts ,the ,abingdon ,press1 ,new ,york4 ,talks to ,sunday ,school ,teachers ,weigle ,doran ,publishing ,co41 ,new ,york4 ,everyday ,problems in ,teaching ,o',shea ,bobbs1 ,merrill ,co41 ,indianapolis4 ,talks to ,teachers ,james ,h4 ,holt ,co41 ,new ,york4 ,how to ,teach ,strayer and ,norsworthy ,mac,millan ,co41 ,new ,york4 ,the ,making of a ,teacher ,brumbaugh ,sunday ,school ,times ,co41 ,phila4 ,the ,learning ,process ,colvin ,mac,millan ,co41 ,new ,york4 ,the ,teacher and the ,school ,colgrove ,chas4 ,scribner ,co41 ,new ,york4 ,pictures in ,religious ,education ,beard ,geo4 ,h4 ,doran ,co41 ,new ,york4 ,the ,nervous ,system ,stiles ,w4,b4 ,saunders ,co41 ,phila4 ,the ,classroom ,teacher ,strayer and ,englehardt ,american ,book ,co41 ,new ,york4 ,the ,recitation ,betts ,houghton-,mifflin ,co41 ,new ,york4 ,attention ,pillsbury ,mac,millan ,co41 ,new ,york4 ,religious ,education in the ,family ,cope ,university of ,chicago ,press4 ,classroom ,method and ,management ,betts ,bobbs1 ,merrill ,co41 ,indianapolis4 ,classroom ,management ,bagley ,mac,millan ,co41 ,new ,york4 ,,transcriber',s ,,notes3 ,obvious printing errors were repaired2 these changes are listed below4 ,chapter ,i a ,church built upon revelation ,corrected typo3 builded ,chapter ,,vi using an average of thirty-two minutes ,corrected typo3 mintues their employees that they subscribe regularly ,corrected typo3 reguarly ,chapter ,,vii ,a ,child's characteristics--his ,corrected typo3 charactertistics ,these organic1 vital activities ,corrected typo3 acitivities ,all nuerones have nuerones must be active ,corrected typos3 neurones ,chapter ,,viii method of rewards and punishment2 ,corrected typo3 punishment3 will be found an interesting tabulation ,corrected typo3 tabluation few of them can safely be developed ,corrected typo3 devoloped ,chapter ,,ix wasn't worrying about what he was ,corrected typo3 worying concerning which there may be some uncertainty4 ,corrected typo3 uncertainty8 ,chapter ,x group themselves with a certain uniformity ,corrected typo3 cerain indicate that there is little ,corrected typo3 their is sent his way than the cheerful one ,corrected typo3 cheeful ,chapter ,,xiii ,let the scriptures testify ,corrected typo3 sciptures ,consider the case of the ,son ,corrected typo3 case of of the ,son ,chapter ,,xiv is so significant when understood ,corrected typo3 signficant going back some two thousand years ,corrected typo3 thouand ,chapter ,,xvi the silent inspiration of that picture ,corrected typo3 pciture ,chapter ,,xix the statement1 ,the best method is a variety of methods4 ,closing quote missing in original ,chapter ,,xx map out their work so carefully ,corrected typo3 map our ,chapter ,,xxi a4 ,the review question2 ,corrected typo3 question3 ',as long as ,i do all the talking1 things go all right1' ,closing single quote was double quote in original when1 where1 and why4 ,missing period in original ,chapter ,,xxii to go to bed agreeably ,corrected typo3 agreebly ,chapter ,,xxiii to participate in class discussions8 ,corrected typo3 discussions4 ,in addition1 in ,chapter ,,xvi a full line was missing4 ,the original reads3 ,and again1 ,i command thee that thou shalt pray vocally as well as well as in private4 7,doc4 ,cov41 ,sec4 #ai3bh47 ,the corrected text is3 ,and again1 ,i command thee that thou shalt pray vocally as well as in thy heart2 yea1 before the world as well as in secret1 in public as well as in private4 7,doc4 ,cov41 ,sec4 #ai3bh47