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V •¥.fe«'^

THE

CHAUTAUQUA
TEXT-UOOKS.

—•2^

No. FOBTY-ONB^Iqj cONCiftBSSL

THE ■-■-.- '-.^■■--*-

:EPER BEFORE HIS CLASS..

■ BY JAMES L-.H^.-"/>

V ^.MiU'Z^'

NEW Y0RI*<ij7>'"^WT'' ••'^' -
r HIT, MPS & HlT^WL-— -

CINCINNATI :
WALDEN & STOWE.

18S3.

^ C

■^J,

]

' I

Coryright, iSfl^. by
PHIfc-l-IPS ^ HUPJ
New Vork.

fl- dV3}i

i^-j"* >■ — 1^

S8> hy

St HUNT,

.rk.

''J,

THTC

TEACHER BEFORE HIS CLASS.

THF TEACHER SHOULD BE HEFORE HIS

JJss In.) h.s class shoulu be

UEFORE HIM.

IT i<i a very difficult matter forj^^ ,^"»
eacher to^gain and keep the fixed at
tention of his pupils even when they c^^^^^
see his face, and be interested by its vary

sit behind their teachers without being
^Sve and disorderly, and yet very
manv Sunday-school teachers always seat
ren^selves close to the central pupHs -n
herdasses. apparently blissfully uncon-
scious of the fact that they are out-

4 '/'//(• Teacher Hr/ori' His ClasiS.

flanked on both sides I'y tlieii own
scholars. The pupils inual bo in front if
they are to be kept in order and tauj^ht.
We never choose seats l)ehincl a lecturer
or preacher. We do not i)ut pads Ijehind
a pump when we wish to till ihein.

II.

WHAT SirOULD THE TF.ACHKR HAVE
WITH HIM ?

i. He should have his own Bible
with him. The use of "Question
lJooi<8" and "Lesson Papers" has been
greatly misunderstood, and this misunder-
standing has led to several mistakes, one
of the most serious of which is the substi-
tution of the " Question IJook " and " Les-
son I'aper " for the Bible in Sunday-school.
This should not be done. The practice
of asking the book questions and accept-
ing only the book answers cannot fail to
destroy the interest of both teacher and
pupils in the lesson, and to dwarf rather
than develop intelligence. Such a pr.ic-
tice has no claim to be called teaching.
Teachers and pupils sliould have Bibles,
and these siiould, so far as possible, be

I
±

/•<■ His CfiibS.

des I'y ''^«^"' "^'"
lual be in front if
Drder and tauj^ht.
l)fliinil a IfclurtT
ot put pails Ijcliinil
tu fill litem.

TF.ACHKR HAVE
IM ?

9 his own Bible

se of "Question
Papers " has been
and this misunder-
■erai mistakes, one
vhicii is the subsli-
Hook " and " Les-
e in Sunday-school.
)ne. The practice
slions and accept-
vers cannot fail to
' both teacher and
A to dwarf rather
ice. Such a pr.ic-
be called teaching,
hould have Bibles,
far as possible, be

T.ai/i.r liiforc His Class. 5

their ow». The reasons for the use of the
li.bk- in the class are obvious:

, To shqvv the necessity for The lU.ok
and thereby increase the pupil's reepect

(or it.
2. For reference. ,,■<,.,

3 To teach the pupils to he duly mflu-
enced by the literal word 0^0°^

4 For explanation and interpi eta-
tion of passa^-es. One portion of Script-
iTis generally best illuminated and ex-
plained by a comparison with others

' To familiarize the pupils with he
contents o. the book. The only possibk
Tvay to do this satisfactorily .s by system-
atic use. No Sunday-school pupil should
be found looking for •' Timothy" or " Jude
in the early part of the Bible.

It is desirable that the teacher an.l
every pupil should each have his own

^?^To lead the pupils to take better care
of their Bibles, than would be taken ot
those that belonged to 'he school.

2. Ownership leads to interest m the
thing owned, and every means shouUlla
taken to increase the pupil's direct per-
gonal interest in the Bible.

(, The Teacher Before Hi* Chsf.

3. In order to secure facility in i^l'T-
lin- to rffiuircd passa-cs.

4 In order that notes may be inserted

from time to time, and passaKCS of special

interest marked in some systenulu: way.

These will make the Bible peculiarly one ■»

own. ,

c In order that teachers may be siir-

that every pupil has a Uible at home ni
which to study the lesson.

There does not seem to be any valid
reason for supplying scholars with the
text-books to be used in Sunday-schor.l.
which cannot be urged with still greater
force for supplying them with the necessary
books (or use in the public school. It
would cost much less to present copies
occasionally to those children who could
not obtain Bibles at home, than the ex-
pense connected with the lending system.
II He should have some means
of illustration, if the class occupies a
separate room, the blackboard is the most
useful and least expensive means ot illus-
tration. When several classes are taught
in the same room a common paper pad
can be used to best advantage. The
teacher may make his own out of com-

irr Hii Chss.

• facility in rof.r-
;(S.

ies may be inserted

passages of sprcial

)nifsysteni:Uicway.

ible peculiarly one's

ichers may he sur'.-
I Uihle at home m
son.

n-m to be any valid
r scholars with the
'l in Sunday-school,
ed with still greater
!m with the necessary
e public school. It
;ss to present copies
: children who could
: home, than the ex-
1 the lending systt-m.
lave some means
ir the class occupies a
lackboard is the most
ensive means of illus-
eral classes are taught
common paper pad
est advantage. The
his own out of com-

T/u Teacher lie/ore His Class. 7

mon printing pai.er cut into sheets about
six inches by four, and stitched at the
corners to a pasteboard back.or hemay
buy them ready made. Many teachers
think th.y cannot do effective illustration
because they cannot draw good pictures.
They should rememberthat drawing pict-
ures, while it is the most difficult kmd o

illustration, is also the least valuable, and
that very few good teachers attempt to
Illustrate by making pictures. Lvery
teacher can learn to do a great deal ol
illustration rapidly and profitably. Kven
the pupils in the higher classes will re-
ceive much benclit by using paper pads,
or note books.

I They can copy the maps, ma-
grams, or other illustrations made by
the teacher.

2. They can note the important

features of the lesson.

X They can outline the special work
assigned by the teacher for home prepara-

""4. They should occasionally be required
to write their answers, before giving them
orally. This compels attention to the sub-
ject, and gives every one an opportunity

B^Biier

1 \

8 T/ie Teacher Before His Class.
to realize the exact extent of his informa-
tion concerning the subject .n hand.

In a large class each mchvulualpu,).
can only receive a very lin^itecl number o
c,uestions.iftheyareansweredoray.U

is therefore v.ny desirable that all the
pupils should be required to answer some

of the questions simultaneously, and this
can be't be done by wnting the answers
c The portions of Scripture winch are

committed to memory ny\gh^.h^ wr.t-
fenC and collected by the teacher to be.

Ixamined during the -ek. Jl.s wot^d
lead to the preparation of the ksson oy
Le who are too timid or reserved to

recite verses orally, and would save a
great deal of time. " Hearmg verse
usually causes disorder, as only one at a

ti,ne is interested. This gwes a bad start
to the lesson.

III.

V/HATARETHE TEACHER'S DUTIES?
The duties of the teacher are:

1. To keep good order.

2. To win and hold attention.
■1, To teach.

4. To apply the lesson taught.

'*u.-i^^

■ Before His Class.

:t extent of his informa-
he subject in hand.
iS each individual pupil
I very limited number ol
are answered orally ; u
desirable that all the
required to answer some
simultaneously, and this
; by writing the answers.
IS of Scripture which are
memory might be writ-
■cted by the teacher to be ■
r the week. This would
^ration of the lesson by
too timid, or reserved, to
rally, and would save a
me. "Hearing verses"
disorder, as only one at a
:d. This gives a bad start

III.

HE TEACHER'S DUTIES?

)f the teacher are:

good order.

nd hold attention.

the lesson taught.

T/u- Teacher Be/ore His Class. 9

There are three mistakes made by Sun-
day-school teachers concerning order :
1 1 I. They think it is not so essenfal to

have order in the Sunday-school as it is m
the public school. .

2. They think children dislike disci-
pline. ' . .

3 They think it is the superintendent s
duti' to keep order in the Sunday-scliool.

In addition to all the reasons that can
be urged in favor of order in public
schools, there are others which show that
it is still more important in Sunday-
schools. , , •

1 The time of the Sunday-school is so
short that none of it should be wasted.
The public-school boy may waste an hour
each day and still have five left for work ;
the Sunday-school boy cannot afford a
minute of the thirty or forty al'otted to

his lesson.

2 The text-book in the Sunday-school
is the Bible, and levity is most unbecom-
ing when the Bible is being taught. It is

God's Word.

3 The Sunday-school is usually held in
some portion of the church; reverence
should be expected in God's house.

iliM(lil iiiiT tt; •;"""•_'

,o The Teacher Before His Class.

4. Sunday should be a day of peace
and quietneBS. and the sp.nts of the
cJudS; should be brought into harmony

with its holy calm.

We need not wonder that irreverence
increases if children are allowed to be

disorderly while studying ^^'"'^''^'f^^^
t;od's house, on the day which he has
commanded us to keep holy.

No greater mistake could be made than
to belfeve that children prefer disorder to

order. Children are most joyous and
happy in those schools where chsc.phne is
sS without being severe. There is no
quicker way of losing the respect of pup.U
?han by over-indulging them. Proper
ontrol develops reverence. Confusmn is
distasteful to every right-minded boy or

^"!!lt is the superintendent's duty, not
,,,„, to keep order." says the weak or in-
dolent teacher, in excuse for failure, ine
tier htendent cannot do so. and should
:; he could. Thosesupenntendents
who ring their bells, as signals for order,
"iway cause much more disorder than
t^y'attempt to suppress. It 'S^^ un-
common thing for a superintendent to nng

— *JI

ore His Class.

be a day of peace

the spirits of the

,ught into harmony

ler that irreverence
are allowed to be
,'ing God's Word in
day which he has
p holy.

could be made than
:n prefer disorder to
e most joyous and
Is where discipline is
severe. There is no
; the respect of pupils
ging them. Proper
erence. Confusion is
right-minded boy or

intendent's duty, not
" says the weak or in-
cuse for failure. The
lot do so. and should
rhose superintendents
i, as signals for order.
\ more disorder than
ippress. It is no un-
superintendent to ring

The Teacher Before His Class. \ i

his be'.l. and thus disturb every class in
his school, and take their attention com-
pletely from the subject under considera-
tion, in order to quiet one boy. His
teacher might have accomplished the
same object without distracting the atten-
tion of a single pdpil. and without arousing
the evil nature of the offender, as must be
done by a public rebuke, such as the su-
perintendent is compelled to give. A
general does not keep order in the com-
panies or regiments in his charge ; neithei
should the superintendent keep order in
the classes in his school. "My work .s
to teach, not to keep order." may be the
reply of some one. But you cannot teach
without order, and securing order is the
first duty of every teacher.

IV.

HOW TO KEEP GOOD ORDER.
It is well to decide what good order is.
Good order is not stillness. Stillness may
be caused by dullness. We need the order
of life, not of death. A good breeze is
better than a dead calm. The breeze is
all right, if it does not come m squalls.

n. Teacher Before Ws Class.

,..ct order .ay be in haro^ny -U.
considerab e no,se. n j-jo >-^^, ,„.

■ «r The teacher must sit so af

long as the eye is v j^^^^.^

before it maKes ^ ^f

but not many "^^f ^^"^JjVetures at
^^^'"^?ne eulstle steady m
once. The t>e . ^^ j^^

roused and macie ^^^.^^j

n,ade by all the P^P'.^^-.^J,;^, behind it
eye of a man ^^''^^j"^^" f^\"'uing of the

M^everychUdaU the tone.

•fore His Class.

e in harmony wiih
In a factory, for in-
lay be bustle and ap-
lere is usually ^ood
s working as quietly

the highest success.

muBt be kept m
.r must sit so as to
hin range of his vision

There should be no
ous rolling of the eyes,
ween seeing and not
,d, not in the eye. So
open and in a healthy
;rson and every object

distinct picture on it.
Kls have the power of
o so many pictures at
tself must be steady'-^
. the mind should be
to attend to the pictures

upils The calm steady
h intelligence behind it
, the fierce king of the
e has magic power. H
guides, rewards, pun-
You must learn how to
,d all the time.

The Teacher Before His Class. 1 3

II Disorder should be checked
in time. U is an epidemic wliich may
l,e easily controlled in its incipient stage.
The fire that sweeps away the proudest
structures of a mighty city might once
h;ive been put out with a few drops ot
water. Disorder spreads if not stopped
at once. What the teacher needs to avoid
is making the cure worse tiian the dis-
ease He must not cause more disorder
than he wishes to correct. Passive m-
attemion. on the part of a pupil, only in-
jures himself: active, direct measures to
secure his attention must interrupt the

whole class. .

The teacher should refrain from taking
hold of a pupil to make him be quiet ; he
should not need to scold the offender, or
even to call him by name. All these
methods of producing order have bad re-
sults as well as good. The wise teacher
will use only those methods which bring
the good without the evil.

If disorder be noticed promptly, it can.
in nearly all cases, be checked :

1. By asking the disorderly pupil a

question.

2. By a slight pause in the lesson.

.11^

i i f

T/ic Teacher Before His Class.

3. By a meaning glance.

4. By a movement of the hand, or m
some equally quiet way.

Ill The teewjher must be calm.

A noisy or violent teacher is offensive to
iiis class, and disturbs the classes m his ,
vicinity, as well as his own; a fussy, nri- •
table teacher is soon laughed at. and a
threatening teacher is properly treated
Nvith contempt. Never step out of your
way from fear of a boisterous bully ; but
do not come in collision with a calm man
with a meaning look in his eye.

IV The standard of order ehouia
riot change. Some teachers are very-
variable. They are too indulgent for a
few Sundays, and allow many impropne-
ties to pass unrebuked. The natural re-
sult of this course is that matters grow
worse and worse until the teacher makes
a spasmodic effort to get control. In do-
,ng so he frequently loses his temper and
sacriiices his dignity. He is also pretty
certain to go to the other extreme and set
up a temporary standard that is too se-
vere Pupils in such cases always attnlv
ute the attempted reform to bad temper
and not to principle, and the circumstances

.,^4^'

Before His Class.

glance.

;nt of the hand, or in

way.

ler must be calm.

teacher is offensive to ,
urbs tiie classes in his i
his own ; a fussy, iiri- •'
oon laughed at, and a '
er is properly treated
lever step out of your
a boisterous bully ; but
llision Willi a calm man
lok iu his eye.

iard of order ehould

ionie teachers are very
are too indulgent for a
1 allow nnany improprie-
)uked. The natural re-
se is that matters grow
until the teacher makes
-t to get control. In do-
itly loses his temper and
rnity. He is also pretty
'he other extreme and set
standard that is too se-
such cases always atirili-
ed reform to bad temper
pie, and the circumstances

The Teacher Before His Class, i S

iustify such a conclusion. With a f^xed
Standard of order in his mind the teacher

will be able to lead his class gradually to
adopt it as their own. Intermittent or-
der leads to some relapses. Never be a
tvrant, always be a governor.

V The teacher should be deter- t
mined. He should have well-developed
"Will-power." This does not mean will-
fulness or self-will, but, merely haymg a
definite plan, and sufficient force of ch.ar-
acter to proceed undeviatingly toward U.
so long as he is convinced that it .s right.
Hesitation and timidity, on the part of a
teacher, often stir to life germs of rebellion
which otherwise would have remainet
undeveloped. We all. both young and
old, submit gracefully to rulers who are
strong enough to win respect, and wise
enough not to be tyrannical.

The teacher may often yield gracefully
to his class with benetil to himself .and
his pupils; but he can never do so when
the question of control is at st; ke

V I The teacher must be patient.
He must not show annoyance because
the order i» not .o good as he wishes ; he
should show regret. He should, of

i6 The Teacher Before His Class.

course. l)e indiffnant. and may properly
exhibit his in(l.},'nation, wlicn a boy is
tleliberately and offensively rude or wicked.
Rijrhleous anger aRainst wrong, not
against the wronfif-doer, does good; pet-
ulant temper always does harm. The per-
sonal element must be kept out of anger ;
this will take away its passion and bitter-
ness. It should be shown, not against the
pupil, but toward his evil acts.

The disorder which injures Sunday-
schools, however, is not that caused by
the occasional violent opposition of a bad
boy but by general conversation, weakly
permitted by so many teachers during the
lesson, and even during prayer-time. 1- or
this the teacher should say " I am sorry.
not " I am angiy."

Irritability always exposes the weakest
side of a man's character. It also takes
away the respect of pupils. There .s, on
the other hand, a dignity and a majesty
in the patient assertion of the right and
the ability to control which never fads
to command respect. The teacher who
can respectfully close his Bible and quietly
say to hisclass. "Close books; we will not
read God s Word while talking contmues,

nefore His Class.

nt. and may properly
\\'wx\, when a boy is
jnsively rude or wicked.

against wrong, not
-doer, does good; pet-
s does harm. The per-
t be kept out of anger ;

its passion and bitter-
: shown, not against the
his evil acts,
k'hich injures Sunday-
is not that caused by
lent opposition of a bad
al conversation, weakly
any teachers during the
uring prayer-time. For
lould say " I am sorry."

lys exposes the weakest
haracter. It also takes
of pupils. There is, on
a dignity and a majesty
ertion of the right and
:ontrol which never fails
pect. The teacher who
lose his Bible and quietly
Close books; we will not
while talking continues,"

The T.iu-lur In-fon- //A' Clasi, 17

vvill not Ion- he troubled by talking. The
,„,„ils who are so rebuke.l always blush
:,,,;i never Iccl that they are heroes. If
the t)ook is closed with a snap, and a net-
tling personal rebuke administered to the
nfTenders, tl,e whole class may blush, m-
deed, but notyvith shame. The wrong-
doers get the sympathy of their classmates.

and the teacher is to blame for such an
unfortunate resuh. It is a pity that a boy
should ever be ma.le to sympathize with
wrong. U blunts his moral sense, and
,l,e teacher may require a long time to
remedy the evil done, and recover the con-
,,ol lost by a single hasty, and therefore
Diobably unjust, reprimand.

Hoys sometimes try to aggravate a
t,„her. for the same reason that they
.h;.ke a red cloth before a turkey, "to
,„ake him ma<l." The patient teacher,
who is too manly to resent peevishly the
.^cl of a boy, takes away all the fun from
sucli an attempt. Boys do not enjoy
making people sorry; they do take a kind
of delight in making crusty people lose
their temper.

\'ll The necessity for order
should be explained. Sermons oa
2

■MJoalWWBMIliMUil- _li£l.__j:

JP'

I I;

iS Tin- n^nher Beforf His Class.

order lire tiresome and ineffectual ; cnns-
i,v' tturateninK. and .UnKindin- onl.-r
are'al.k. us.lfss. It is .luilc appropr-af.
l.owever. to converse with pui>.is al.out
,hc standard of order to iH.-uiopte.l. la
uacher cannot show the necessity for order
to reasonal)le pupils (and very few pupils
are utueasonable) he has no right to rla.m

or expect it.

VI 11 The pupil B must be kept
busy Tlii^ '^ '"^ *'^''''"'' ^"^ '^ " "'"'

understood by many. A very large num-
ber of teachers appear to suppose that it
is quite suflkient to keep their pupils busy
liBtening. This. is a i,M eat mistake.
I'upils must h.ave their ri^luful share m
the lesson, or tluy will not retain their
interest in it. Listening is tiveso,v,e, even
for adults. Tiie te.iehin- should be main-
Iv done by questioning. The pupils
should answer cjue^tions orally, and occa-
Monally on paper. They should also ask
questions; if they do not do so they are
not actively interested in their work.
They should be led to ijive their opinions
and to su^Rest illustrations. They must
be allowed to take an active part m
the development of the lesson.

fore His Class.

1(1 incffi'cUial ; cons-
\ (kiii;uulin:4 <>'<1''''
is quiu- approiiriaic,
e with pujjils about
to lie adopted. Ha
lu'ntctssity for order
(and very Ci'W inipils
has no riyht to claim

lis inuBt be kept

axiom, but it is mis-
•. A very larye num-
ear to supjjose that it
keep tlitir pupils busy

is a i^rcat mistal<c-.
ihcir ri,i;hlful share in
■ will not retain their
■nin^ is tivfsoivie, even
Mchin- sluiuld be main-
:ioning. The pupils
-tions orally, and occa-

Thty should also ask
do not do so they are
ested in their work.
1 to give their opinions
jslrations. They must

an active part in
Qt of the lesson.

The Tiiulier Before //i-i C/.iss. 19

Th(; learher who does not suflicim'ly
prepare his ksson is, of couim-. a pio-
nioter of disorder; he who only talks and
tells is but little better.

IX. The pupils must be comfoi-t-
able. l-iRlii.iii.^'. heatinj;-, and ventila-
tion should receive special allention.

The seats should have romlbrialjle
backs, and should be low enou;ih to .illow
the pupils' feet to rest on the lloor.

In junior classes, especially, the luipils
should not be compelled to sit too Ion;; in
one position.

HOW TO GAIN AND KF.F.P ATTF.NTION.

Attention and order must not be
confounded. A class may be orderly
without being .itteniive ; they cannot
be attentive without being orderly.
The pupils may be ordeily without think-
ing about the subject under consiler.i-
tion. Many boys sit quietly in Sunday-
school thinking about their last or next
lacrosse or base-ball match.

I. Definition. Attention is the di-
recting of the powers of the nund to the
impressions made through the senses.

MM!

The TtiUher lUforc I In Class.

Attention in S.in.lay-school means di-
recting the mind only to the sub-
jects suggested by the teacher.

I,. Importance. •• Tlu-rc can bcu.

tc.ichinK without attention. ^Hart.
...-.cnius isnc.tlu.ig but continued at-

tenlion." lUooks. , . .

.•The great sk.U of the teacher IS to net

a,ul keep the attention of his scholars. -

III. Kmds.

..Nogative. Passive, apparent atten-

^'":. Positive. Notes anc,e.a,nin.s the
i,„p,.,ssions made ihrcu^h the sense., at-
,e,uls only to te.icher ,„i„,.„.sF

Positive attention, as to >' < ^^^^;
is f^therinstinctive or controlled^ I<
is instinctive when attra ted o J., n

fmi,i choice without an effort ot tUt win.
"s controlled or volunta.7. wh.n
irected by the wiU. "ot merely for th.

iSve; i.. =«nior das- >. ">«" ^
largely controlled.

~.Ji

■fore Ifii Class.

\y-schoo\ means dl-
only to the sub-
y the teacher.

•' Tlierc can l)u no
cntion."— //!"■'•
ijr but coiuinucd at-

)f the teacher is to net
un of his scholars.' —

'assive, app.'^rent atten-

Jotes aiul ex;\innies the
.hruu^;h the senses, at-

ition. as to its (AtJSF..
ve or controlled. It
hen attracted or given
ut an effort of the will.
^ or voluntary, wlun
,vill, not merely for the
, l,ut with a view to acl-
kind. The attention in
should be chietly in-
,nior classes it must be
ed.

The Teacher fie/ore His C/<tss.

•ji

IV. Deairnble CharacteriBticB cf
Att«)ntion :

I. it should be active.

a. It should be willingly given, n..t
forced by coaxing, sculdiiii;, tlireateinuj;,
demaniling, etc.

3. It should be undivided. Conitn-
iration, shuttinj,' out all sensations Imt
those connected with the subject inimnli-
ately under consideration, is of vital nii-
poriance. Focus the energies of the
mind. " My goUUn rule lias Ijclii 10
devote myself completely to whatever I
tried to i}M."—J)hkens.

4. It should be intense. The (k(^ree
of intensity decides the permanency ol im-
pressions. Uoth the rate at which we
learn and the length of time we remember
depend on the intensity of our attention.
There are some things, both pleasant and
painful, which we can never forget.
Why ? Simply because we took, for some
special reason, an intense interest in
them. " Intensity of sensation, whellier
pleasing or not, is a power."— //<«/«.

5. It should be sustained. "Because
I have acquired the power of intense
and prolonged attention, 1 am able to

-*i.^^^

22 T/te Tcixcher Urforc His C/ass.

accomplish vvluU otluirs fail to do."--

jXcicU'it.

V Desirable Characteristics ot
the Teacher.-Tl>e t<;>chcr must at-
tract to Wmself before he can gain at-
tention to the lesson.

I. Cheerfulness. Children are strong
ly influenced by tlie faces of those with
whom they come in contact. They like
brlFht things. They are won by smiles
anfl pleasant words. Even adults do not
often from choice associate with the
Rloomy and morose. Sunshine promotes
growth ; character-sunshine devel-
ops sympathy and affection.

2. Earnestness. Manner influences
children more than advice. Th'->y may
laui-h at logic and forget precepts ; they
cannot long resist personal power. Ear-
nestness shows that the teacher, at any
rate, thinks the lesson worthy of atten-
tion Earnestness may be communicated.
3. Enthusiasm. This is not mere
excitement or assumed animation, but
well-directed ener^. Enthusiasm m
teaching must spring from a love for
children, a thorough acquaintance with
the subjects to be taught, and a deep crMi-

uhcr Before His C/ass.
.vIkU otln^rs fail to do."—

ible Characteristics of
er—The teacher must at-
laelf before he can gain at-
e lesson.

Fulness. Children are strong
1 by tlie faces of those with
come in contact. They like
's. They are won by smiles
t words. Even adults do not
choice associate with the
morose. Sunshine promotes
tiaracter-sunshine devel-
athy and affection,
estness. Manner influences
ore than advice. They may
y^ic and forget precepts ; they
T resist personal power. Ear-
lows that the teacher, at any
5 the lesson worthy of atten-
lestness may be communicated,
lusiasm. This is not mere
; or assumed animation, but
)Cted ener^. Enthusiasm in
must spring from a love for
a thorough acquaintance svith
ts to be taught, and a deep c:mi-

T/u- Teacher Before His Class. 25

vidian of their importance in forming the
characters and promoting the salvation of
the scliolars. The teacher should widen
his mental range, and concentrate his
energies and emotional nature.

4. A low-toned voice. There is no
other siiigle'cliaracteristic as important as
this. It is not possible for a class to
attend to a teacher who speaks in a high
key. I have never seen, in public or
Sunday schools, an attentive or orderly
class in charge of a loud-talking teacher
who speaks in a high key.

VI. Duties of the Teacher in Se-
curing and Retainmg Attention.

1. He should gam the sympathy
of his pupils. The desire to please a
kind teacher will lead to great efforts to
concentrate the attention on the subjects
he teaches.

2. He should earn the confidence
of his class. In addition to showing
earnestness and enthusiasm in act. not
words, his lessons should always be
thoroughly prepared. He should also
frankly acknowledge lack of informa-
tion in regard to any question which comes
up unexpectedly, and about which he is

\'\.

•^il

24 T/u- Tcaclu-y Bi'fore His Class.

in doubt. He shoukl never hazar.l a
Kuess. Pupils ask questions somefmes
tilh the sole object of testing, "ot the
teacher's knowledge, but his honesty.
Such questions afford hi.n the best oppor-
■ tunity for gaining the confidence of h>s
diss If he can correctly answer then,
they must respect him for his wide ami
accurate knowledge ; if he knows noth-
ing whatever about the matter referred
,0. and frankly says so. but pron>-
ises to look the question up betore next
Sunday, he will secure confidence in h>s

honesty. •

A teacher was asked the meamng o(

.•mosque.- and foolishly hazarded In.

reputation on the answer. "O, that means

a kind of sofa or lounge used in eastern
countries." His tiseftilness was gone.
His class could not take further nuercsi
in any thing he said. The conclus.nn
was. and always is under such c.rcum-
stances. "He gave us an incorrect answe.
,0 that question; what guarantee have we
that he is not misleading us always ? H e
is an old humbug ! " . .. i

There can be no disgrace m saymg, i
do not know, boys," or "lam not ter-

cfore His Class.

luUl never hazard a
questions sometimes
:t of testing, not the
■e, but his honesty,
d him the best oppor-
[he confidence of his
orrectly answer them,
him for his wide and
ge ; if he knows noth-
il the matter referred
says so, but prom-
jesiion up before ncM
;ure confidence in his

asked the meaning' of
bolishly hazarded 1h>
mswer. " O, that means
lounge used in eiistei n
sefalness was gone.
3t take further interesi
said. The conclusicm
is under sucli circum-
2 us an incorrect answer
kvhat guarantee have we
leading us always? He

Qg'

10 disgrace in saying. " I
vs," or " 1 am not cer-

Thc Teacher Before His Class, z',

tain about liiat question." No human
being knows all things.

3. He should appeal to the natu-
ral instincts of the child.

(I.) Ciiiiosity, or the desire to know.
Every child likes to discover new things,
and as long as the teacher has important
truths, properly prepared to satisfy this
natural desire for knowledge, it will
continue active. It generally dies of
starvation.

(2.) Love of praise. If a pupil respects
his teacher he will long to receive his ap-
probation, and. as he cannot win it with-
out attending, he will give attention. The
motive may not be the highest, but it is
natural, and it will assist in forming the
habit of attention. Praise honest ef-
fort, and recognize the spirit in which
the work is done as of more importance
than the result accomplished.

(3.) Fear of offending. A boy may
enjoy the fun of making his teacher an-
gry'; he never really likes to make him
sorry. It is, therefore, wise to show dis-
pleasure without resentment, if pupils
are careless concerning lessons, or inat-
tentive while their teacher is trying to

26 The Tcaclu-r Ih-forc His Class.

instruct them. "We never coukl make
old Jackson mad," said a gentleman of
his teacher, " but I'll never forget how sor-
rowful he used to look when any fellow
was had " " It was worse than a whip-
ping to see Arnold look grieved," said one
of his pupils.

(I ) Emulation. Undue rivalry should
be avoided, but it is well to usr, as a mo-
tive to attention, as much of the spn-it of
en.ulation as will awaken increased mter-
est and arouse to energetic work.

(O Appreciation of resulting benefits
This will have to be cultivated, and w. 1
d.pcnd on the development of the will.
Controlled attention depe-uls almost
entirely on the extent to which the pupils
realize and value the benefits they
are to receive from study. As pup. s
grow older, then, they should be le.l to
Take an interest in the study of the Bible

(or its ultimate aims, the development of
character, fitting for usefulness m the
various walks of life, and a preparation ol
I'ls life which is to be.

. He should think out the les-
son for himself. U is a great mistake
nK-rely to memorize lessons, or to depend

Ih-fore Ids Class.

We never could make
• said a gentleman of
11 never forget how sor-
look when any fellow
as worse than a whip-
1 look grieved," said one

Undue rivalry should
is well to use, as a nio-
is much of the spirit of
awaken increased inter-
energetic work.
ion of resulting benefits.
5 be cultivated, and will
levelopment of the will,
lention depends almost
ctent to which the pupils
lue the benefits they
from study. As pupils
n, they should be led to
in the study of the Bible
aims, the development of
g for usefulness in the
life, and a preparation of
, to be.

Id think out the les-
)lf. It is a great mistake
)rize lessons, or to depend

Tke Teacher Before His Class. 27

solely on those prepared by others, iiosv-
ever good they may be. Let the lesson
become your own by a process of tiiought,
even though it be not original thought.
Memorizing thoughts and memorizing
words are vastly different in process and
in result. Learning the lesson by repeat-
ing the tiioughts in consecutive order, and
carefully studying tiieir relationship to
each other, and to the objective point to
be reached by tiie whole lesson, increases
the magnetic personal influence of the
teacher, and often more than doubles his
attention-gaining, and especially his
attention-holdmg, power. There is as
much ilifference in the direct personal in-
fluence of a teacher whose lesson has been
thought out carefully, and that of one who
tries to teach a borrowed lesson, as there
is between the attractiveness of an orator
who speaks without notes, and the man
who reads his sermons or speeches. The
one teacher can attend chiefly to his
class, the other must attend mainly to his
lesson. The difference in the effect pro-
duced by the two ways of teaching is much
greater with children than with adults.
5. He shoiild use the pupils' eyes.

,8 The Teacher Before Un Class.
When attention begins to fla^', show the

pupils something. 111^^*';^^'^;^:"';
/someway.eveni(thecles.gnedorlc

,f the lesson has to be c^nngedo^^^^^^^^^^

the illustration appropnate. Q'>^^> '^^

lovvn your Dible and take up you paper

before, every pupil "> >"»' «!»» "'"

^^vr,eTc>rrr:iytaA^Bu.,o^y

half his teaching power, and itss

Sfh^the receptive power of h,sp^^

It is often a good plan to begin With

rnTdrelXu^othtstliat have been
occupying the minds of the scholars.

6 He Bhould make the pupils
work ^?h their hands. If some pu-
X-eTreaming instead of g-"g act-

^-rn:;^.r.boVTaue;ur

■ " -rviftrft is no other way "'
be certainly secured. Bo> ^ m^V

Before lUs Class,

;gins to flas. show the

Illustrate the work

I if the designed order

to be changed to make
ipropriate. Quietly hiy
md take up your paper
,encil in hand, lean for-

See." or " Look here."
have disappointed them
)il in your class will tix

paper.

ho only talks uses only
ling power, and kss
jptivepowerof his pupils.

,od plan to begin with
n so as to concentrate
» on the subject in hand,
e thoughts that have been

linds of the scholars.
Id make the pupils
Leir hands. If some pu-
ig instead of giving act-
set them to work with
5ay." Now. boys, take your
a brief answer to this ques-
3 is no other way m
,tion of an entire class can
sectired. Boys may look

The T-,xclirr lie/ore //if Clans. 29

.^t their teacher and be thinking ;»l)0';f.
bears or Indians all the while. If they
have to write or make something
they are compelled to attend. T he
tingeis of each pupil must be guided by
his own mind.

7. He should not distract atten-
tion. Oveidemonstrative teachers direct
attention to themselves more than to
the subject.

Any of the errors noted under the head
of •' calmness " and " patience," on pp. 14,
I 5, would interrupt the attention of a class.

Wandering from the subject to
discuss every topic that may be referred
to during the lesson dissipates the atten-
tion.

Keeping pictures or objects to be used
lor illustrations in view before they are
needed, or after they have been
used, also distracts attention.

8. He should use simple lan-
guage and present his thoughts
logically. Aduks are very liable to use
woriis which are perfectly incomprehensi-
ble to children.

They will also, unless constantly on
their guaid, proceed too rapidly. They

30 The Teacher Before 11/s Class.

will not think it worth whilt; to adapt the
r.tt'ps in the protjii'ss of thought to tin-
capacity of the little climhers.

Sonic teachers intermingle ideas that
arc unrelated to each other.

Each of these mistakes leads to confu-
sion of thought, and necessarily to lack of
interest and inattention. A pupil can-
not give attention to what he does
not understand.

9. He should teach without notes.
Attention to notes or slavish dependence
on a hook prevents the exercise of the
personal power of the teacher in at-
tracting attention.

10. He should vary his method
of teaching. 'I'liis 's especially true
concerning the opening of the lesson.
The common habit of invariai)ly reading
the lesson over in the class before com-
mencing to teach usually produces list-
lessness, if not positive inattention. U
gives a bad tone to the class at once, and
starts them with a wrong key-note. The
beginning should be especially attractive,
and it cannot be so if its character is un-
varying. Throughout the entire lesson
illustrations and anecdotes should enliven

Before His Class.

rill while to adapt the
CSS of thought to thi-
li climbers.

nterniingle ideas that
:h other.

istakes leads to confu-
d necessarily to lack of
niion. A pupil can-
on to what he does

each without notes.

or slavish dependence
ts the exercise of the
• of the teacher in at-

d vary his method

rhis is especially true
)pening of the lesson,
it of invariat)ly reading
the class before coni-
\\ usually produces list-
lositive inattention. U
to the class at once, and
a wrong key-note. The
be especially attractive,
so if its character is un-
jhout the entire lesson
anecdotes should enliven

T.': I\achey Vufore If is Chus. 31

discussion and enforce application. The
mode of ipiestioning should change; direct,
indirect, elliptical, alternative, suggrstive,
individual, and simultaneous should suc-
ceed eacii other, and prevent the ilrowsy
imlilTerence resulting I'rom monotony,
(ircat variety in.iy be given by the very
simi)lc expedient of varying the tone and
volume of voice used in speaking, the rate
of utier.ince, etc.

11. He should determine to have
attention. I'upils em see without
opening their eyes quite as well as
they can learn without ntfcention.
A teacher could sit in his chair in Sunday-
school and teach a class of Zulus in Africa
(juite as much as he can teach his own
inii)ils if they are not attending to him.
Determine, then, to win and hold atten-
tion. A fnan decision will greatly help in
securing the desired object ; but remem-
ber, attention can never be sustained
by demanding it, by coaxing, or l)y threat-
ening.

12. Do not be discouraged if chil-
dren at first have diflBculty in giv-
ing fixed attention. The power to give
attention, like all other pov.xrs, grows by

3 2 Tin Tcuhi-r Ih-p'i' Hi^ Class.

praotico. It is a very .liHu-ult thing for a
chiltl to pay sustained aUunliontollu-same
filing, ewn if t!iat thing he an attractive
object; it is much hauler to ;«iteiiil lo a
Icssdii. It is an exhaustive effort fur a
chilli to give lixeil and intense aticnlion.

Ailcnlion should become a habit, and
lial)its require some time to develop. At
I'M!.! teaihers should be satisfied if their
pupils are willing to attend.

VI.

TEACHING THE LESSON.
Having seated himself properly, having
with him the projier materials, having
obtained order, and. above all. having se-
cured attention, the te;icher is ready to
proceed with th • lesson.

The work of the fu her in te.ichi.ig
each lesson may be subdivided as follows:
J . Reviewing iirevious ics- -^ns.

2. Explaining the lesson of to-day.

3. Repeating as the lesson proceeds.

4. Drilling over the entire lesson.

5. Applying the teachings of the les-
son.

6. Assigning the next lesson.

■JJ;

r,,j\»c lilt i'/iiss.

, very iliiricult thing for a
led .Uttntion to till- same
thing be an attractive
ch harder to I'ltend to a
exhaustive effort fur a
and intense aticntion.
d become a habit, and
le time to develop. At
luld be satisfied if theit

g to attend.
VI.

G THE I.F.SSON.
Ihimself properly, having
oper materials, having
and, above all, having se-
1, the te;icher is ready to

lesson.

the t'.Hier in teachi.ig
be sub.livided as follows :
g previous les-' -^ns.
\g the lesson of to-day.
g as the lesson proceeds,
iver the entire lesson,
f the teachings of the les-

g the next lesson.

T/ie Teacher Before His Class. 33

{. The previous lessons should he re-
viewed for two reasons :

I. To deepen the impressions of the
tonching already done.

, To pnpare for the teaching of the
new lesson by recalling the lessons to
which it is related, and which may greatly
aid in dt^-eloping and explaining it.

Whoever else n\ay conduct reviews.

whatever may be the character of such

reviews, and whenever they may be con-

ducted, two things must be remembered :

(I.) Each te.icher must review for

himself. , , , .

( 2.) The proper time for the teacher s
review is before beginning the lesson ot

the day.

M. In addition to reviewmg the lessons
of the past, the teaching of the present
should be repeated :

1. To present the lessons in new and
varied lights, so as to secure a clearer
and more comprehensive understanding
ot them. Each repetition may present a
subject in some new aspect.

2. To aid in rendering impressions
permanent. " Practice makes perfect ; "
repetition makes remembrance.

34 The IWchfr He/ore His Class.

Very many leachtis net-lccl i.UoKtlher
to-repct and rt-reiH-al the cluef facts of
the lUson as .t proceeds. I h'-y try to
,H.rf..rn. the generally in.poss.ble feat ot
teaching all to whicli reference is nuide on
the lesson-paper. It is quite possible to
ffo over all the lesson-paper in tlurty-five
minutes; it is quite nnpossihle to teach
and rivet in the iTienu.ry the contents ..(
;,„ ordinary lesson-paper .n that t.mr.
When three or four facts have been t.iUKh..
or two or three i.rinciples explained, re-
peat, by questioning from the beginning,
^d Lon to the end of the lesson. U
,„ay be objected that the whole lesson
cannot be gone over in this manner. 1 he
..l.jectol the teacher should not be to go

over, but to teach the lesson. Thor-
oughness is a much better motto or the

aMd.er than speed. How much do Sun-

day-school pupils generally know ot the

,,ssons of last year, or even ot '--' M"/*;-

ler } Very Uttle. if any thuag. W h>

Chiefly because thoroughness is sicnhced
for s,H;ed. Let the teacher vs ho .snot
convinced, honestly exan,ine h^ class
xvith a view of finding out how hfctte. not
how much, tlujy know about his teach-

lUfort His Class.

;hfrs neglect i.lioKtlher
epcal t'ne cluef fiiclb of
proceeds. They try to
•r.illy inn)osstble feat d
licli reference is maile on
It is quite possible to
sbon-paper in tlurty-five
lite impossible to tt-acli
memory the contents oi
ion-paper in that time
ur (acts have been taught,
principles explamed. re-
ining from the betjinninK.
,e end of llie lesson. It
d that the whole lesson
over in this manner. The
icher should not be to go
jaoh the lesson. Thor-
much better motto (or tl»e
eed. How much do Sun-
lils generally know of the
,ear. or even of last quar-
tle, if any thing. Why?
; thoroughness is sacrificed
:t the teacher who is not
nestly examine his class
finding out how little, not
iiey know about his leach-

T/if leiuher lief ore His Class. 35

ing of last year, and in most cases an
apple will fall before him uhicii sluiultl
lead him to change his iiu-lhod of teach-
ing. The pillars at the piii.hwayto the
temple of memory are intense atten-
tion and frequent repetition.

III. i'lie pr.ictic.ii application "f the
truths of the lesson ou;; tit to be mailt in
two w.iys :

1. Incidentally, as the lesson juo-
ceeds.

2. By a briefexplanntion, at the close,
of the duty or duties illustr.iled or revealed
in the lesson.

IV. Assigning the work to be pre-
pared for next .Sunday is a most impor-
tant part of the duty of llie te.icher. It
should include :

1. Seleciinij tlu" portion to bo com-
mitted to memory.

2. Pointini^ mit llie pirts of the lesson
to be specially prepared.

3. Giving 111 a few sentences an out-
line of the central truths of the lesson
to enable the pupils to study it more in-
telligently.

4. A brief reference to the connection
of the new lesson with those already

i('

36 The Teacher Before His Class.

taught, to awaken the interest of the
pupils.

It' may include, occasionally, the assign-
ing of different parts of the lesson to the
sfveral pupils. This aids in developing a
habit of study, and secures the prejiara-
lion of '.he lesson. It makes a boy feel
responsible for a duty exclusively his
own, and awakens a si)irit of emulation,
as each will aim to have his part better
prepared than that of any of his compan-
ions.

The only proper time to use lesson-
liapers in Sunday-school is during the last
three minutes of the time devoted to
teaching, while the work of the next les-
son is being assigned.

The time spent in assigning the next
lesson is never misspent, but frequently is
tiie most fruitful of good results. The
duty of opening up next Sunday's work
should never lie neglected. A pupil
siiould not be sent into a wilderness to
look for something which has never been
described to him. One of the chief func-
tions of the teacher is to show his pupils
what and how to study.
V. The teacher should not talk

icher Before His Class.
waken the interest of the

lude, occasionally, the assign-
:nt parts of the lesson to the
s. This aids in developing a
lldy, and secures the prepara-
lesson. It makes a boy feel

for a duty exclusively his
iwakens a spirit of emulation.

aim to have his part better
an that of any of his compan-

T proper time to use lesson-

inday- school is during the last
tes of the time devoted to
hile the work of the next les-
\ assigned.

; spent in assigning the next
ver misspent, but frequently is
ruitt'ul of good results. The
ening up next Sunday's work
rer he neglected. A pupil
be sent into a wilderness to
tnething which has never been

him. One of the chief func-
e teacher is to show his pupilb

1 how to study,
teacher should not talk

T/ie Teacher Before His Class, yj

too much. Lecturing or sermonizing
is poor teaching. Talking is not the best
method of teaching. It should only m.ike
the connections between the other meth-
ods. Most of the talking should be done
by the pupils, as guided or led by their
teacher. The minimum of talk by the
teacher and the maximum of work by
the pupils should be the standard in both
public and Sunday schools.

VI. The langruage of the teacher
should be simple, (ireat thoughts are
best expressed in simple language. The
minds of pupils are often confused be-
cause their teachers take it for granted
that they understand the meaning of words
with whose use they are unacquainted.

VII. The steps inleaming' shotild
be gradu<-l. AH teachers are liable to
forget the change that has taken place in
their own mental development, since they
were children. This makes them liable
to passover, without explanation, passages
and words which children do not clearly
understand. This leads to haziness of
thought by the children, and develops the
clouds which it is the teacher's duty to
dispel. He is the best teacher who most

,-*&.. . -t—.-^ —'

38 The Teacher Be/ore His Class.

clearly remembers the feelings and men-
tal grasp of his boyhood.

Vlll. Telling is not teachingr. This
is the golden maxim of true teaching.
The best telling is only lecturing or
preaching, and is the weakest of all
methods of teaching. The chief object of
teaching is not communicating facts, or
training to listen, but training to think.
We remember only a small proportion of
what we are merely told, because a listen-
ing attitude generally involves so little of
positive mental activity. Telling is the
most ineffectual kind of teaching because :

1. Pupils cannot listen long contin-
uously.

2. Even if they could listen it would do
them little good to do so ; because their
listening attention is rarely intense
enough to produce clear reniembrance,
and chiefly because storing the mind with
facts is not developing it. "Mind is es-
sentially self-activity. Mind lets nothing
act upon it, unless it has rendered itself
receptive to it."

Telling may connect the parts of a les-
son together, and may supply some of
the materials out of which to develop a

,-«e-

:her Before His Class.

bers the feelings and men-
s boyhood.

ngisnotteachinsr. This
I maxim of true teaching.
lling is only lecturing or
id is the weakest of .ill
iching. The chief object of
ot communicating facts, or
iten, but training to think.
r only a small proportion of
nerely told, because a listen-
enerally involves so little of
al activity. Telling is the
al kind of teaching because :
Eimiot listen longr contin-

hey could listen it would do
)od to do so ; because their
^ntion is rarely intense
oduce clear reniembrance,
cause storing thv? mind with
levelopingit. "Mind is es-
ictivity. Mind lets nothing
jnless it has rendered itself

y connect the parts of a les-
and may supply some of
out of which to develop a

The Teacher Be/ore His Class. 39

lesson, but it should never constitute an
entire lesson.

The smaller the amount of tell-
ing, the higher is the ability of the

Teaching is not dragging pupils after
us up the hill of knowledge, but train-
ing them to climb for themselves.
The teacher in the garden of knowledge
should not pluck the fruit and eat it for
his pupils ; he should show them the dif-
ference between good and bad fruit, and
lei them pluck the good fruit for them-
selves. He should not thresh the golden
grain from the sheaf of knowledge, but
sliould train his pupils to do so for them-
selves.

IX. Good teaching depends chief-
ly on skiUftil questioning. N o teach-
er should ever be satisfied until he has ac-
complished three things :

1. Until he is able to lead his pupils to
ri(;ht conclusions by questioning, not

bv telling.

2. Until his pupils answer his ques-
tions freely.

3. Until his pupils ask many ques-
tions regarding the lesson.

40 Tke Teacher Before His Class.

The teacher should feel that he has
failed to awaken much interest in his les-
son if the pupils do not ask him questions
regarding it.

VII.

HOW TO DEVELOP IN THE PUPILS THK

HABIT OF ANSWERING AND OF

ASKING QUESTIONS.

I. Answering questions. The fol-
lowing rules will serve as hints :

1. Make questions simple. If you do
not adapt them to the advancement of the
class, the pupils must either be silent or
guess at the answer. Silence is better
than guessing.

2. Try simultaneous answering to
overcome nervousness. Simultane-
ous answering is not a developing exer-
cise, and should be used very sparingly in
reviewing, or in teaching the first time.
It may be freely used, however, in repeat-
ing the teachings of to-day, and may be
of great service in relieving the pupils of
their natural timidity.

3. Ask questions by methods which are
easily answered, with a view of form-
ing the habit of answeringr.

Before His Class.

juld feel that he has
luch interest in his les-
[> not ask him questions

VII.

P IN THE PUPJLS THK
SWERINU AND OF
QUliSTlONS.

questions. The fol-
erve as hints :
ns simple. If you do
the advancement of the
nust either be silent or
,wer. Silence is better

janeotis answering to
T^ousness. Simultane-
not a developing exer-
»e used very sparingly in
teaching the first time,
ased, however, in repeat-
s of to-day, and may be
n relieving the pupils of

dity.

ns by methods which are
ed, with a view of form-
r answering.

T/u- Teacher Before His Class. 4'

A suggestive question, an eUiptical
question, leaving only a word or small
part of the answer to be given by the pu-
pils, or an alternative ciuestion. admit-
ting only of one of two answers, can be
answered much more easily than a So-
oratio or developing, or a direct or test-
ing, question. It is a good plan to use the
former methods freciuently, not because
they are the best, but to help to lorm the
habit of answering.

4 Ask the easy questions to the dull
or diffident pupils. Th's will give them
confidence in themselves.

5 Ask most questions to the tim.d or
backward pupils. They most need to
develop the habit of answermg. It t^e
questions are easy enough for them to
answer, there cannot be too many ot

them.

6. Change the language of your ques-
tions. A set form of words is someUmes
insensibly adopted by teachers m askmg
questions. This becomes monotonous,
and monotony destroys life.

7. Vary the method of questioning.
Question for simultaneous as well as
for individual answers. Ask Socratic,

„,,_. «g- — ■- -— ■"

42 The Teacher Before His Class.

direct, elliptical, alternative, and suggest-
ive questions. Take answers orally and
on paper. Vary the method.

8. Never try to puzzle.

9. Never ridicule a pupil for an incor-
rect answer, if it is given in sincerity.
The presumptuous upstart may occasion-
ally be benefited by having his weakness
clearly shown, but the earnest pupil de-
serves only syinpathy Ironi the teacher.

10. Praise judiciously. Commenda-
tion stimulates to higher effort. The
timid need and deserve more encourage-
ment than those who are naturally confi-
dent and ready to answer. The effori;
to answer should receive jjraise more free-
ly than suocesa in answering.

1 1. Do not prompt when reviewingr
or when hearing a lesson that should have
been memorized. It is a very bad moral
training for a child to teach him to be
careless, and to depend on others for as-
sistance m the performance of his duties.
Lessons only partially learned are soon
(brgotten. Train pupils to be thorough
and self-reliant.

12. Be brisk in questioning. Ready
answering is a habit, and its development

Before His Class.

Iternative, and suggest-
»ke answers orally and
the method,
puzzle.

lie a pupil for an incor-
is gix'tn in sincerity.
s upstart may occasion-
oy having his weakness
t the earnest pupil de-
thy Ironj the teacher.
Jiciously. Commenda-
o higher effort. The
serve more encourage-
vho are naturally confi-

answer. The effort
eceive praise more free-
in answering.

mpt when reviewing^

1 lesson that should have
i. It is a very bad moral
jld to teach him to be
lepend on others for as-
rforrnance of his duties,
rtially learned are soon
\ pupils to be thorough

in questioning. Ready
ibit, and its development

The Teacher Before His Class. 43

is promoted by rapid questioning. Do
not hurry the pupils '" g'^*"« ^'^"
swers. but get ready question three, wh.le
qneslion two is being answered^

11. Getting questions flrom the
nuoUs. Tlie importance of this cannot
nver-estin,atcd. If Rood teaching ts
being done, they will be suflficiemlymter-
ested to ask questions about the lesson.
Children naturally ask a great many ques-
tions, and parents are often struck w.th
the remarkable acuteness shown by them
in doing so. They should contmue to
l,ave inquiring minds through life, and m
,„ost cases would do so only that parents
and teachers put them off without satis-
factory answers, and sometimes with re-
proofs. This greatly injures children.
Ihey may be led to revive their former
custom, and to ask questions :

, By awakening their interest in the
lesson, by making it attractive and show-
ing the benefits it may confer.
2 By urging them to ask questions.
," By always answering questions
asked respectfully. Do not expect a class
to be satisfied with " I do not know.
Find out during the coming week, and

44 The Teacher Before His Class.

answiM- the question in the next lesson,
(^ielly teach on. ignoring totally qm s-
lions asked to exhibit smartness, or i >
puzzle, and you will not have many such
questions asked. Uo not get anfirry-

4. IJy teaching chielly by queation-

ingr-

5. liy leavingr a point of interest un-
finished. Make them hungry, and thi-y
will ask for food.

6. by assigning to each pupil a portion
of the lesson, about which to question the

teacher.

7. By encouraging the pupils to pre-
pare written questions.

The following rules in questioning
should be followed :

J. Uo not ask questions in rotation.

2. While asking a question do not point
to the pupil whom you wish to answer.

3. Do not even look fixedly at the pu-
pil whom you wish to answer while giv-
ing the question.

4. State the questions to the class as a
whole, then ask one member for an an-
swer.

5. Uo not pause for answers when
reviewing most subjects.

\ \

Before His Class.

on in the next lesson,
ignoring totally qu' s-
hibit smartness, or i «
ill not have many such
Uo not get an^y.
chielly by queation-

a point of interest un-
them hungry, and tlu-y

to each pupil a portion
It which to question the

ing the pupils to pre-
lestions.

rules in questioning

juestions in rotation.
I a question do not i)oint
n you wish to answer.
look fixedly at the pu-
ih to answer while giv-

estions to the class as a
. one member for an an-

(Use for answers when
t subjects.

Th.' Teacher Before Hh C/ass. 45
r. l)„ not look steadily at the pupiUvho

^%^Tno?rfpeat a question for those

who were inattentive.

^^^8 Be sure to ask questions promptly. o

.UosewhoareinlhesUghteBtdegiee
inattentive.

QUESTIONS FOK F-XAMfXATWy.

Ml.

, How shouU. the .«cher be ,e..ed wUh referenc,

'".'^Vh.rilUuUl pupils "ot be allo^cci to .it h.hinJ

""l.'wtrlhouM .he .eachcr bring with him to hi«

•^'■"^ci ,1„. the te.ncher should not confine hi>n«lf
J. bhow th.-.l '7 '?.^,'-," lion Hook" in tenthin^.

"V'^^^fi"-"'-- <^^ -V' "" "'"" " '

h^ve his <mn HVhl,-.^^^ __^^^^__^ illustration in an or-
dinary class in •;> S;"'';'.^,>;3as teachers use them?
?Ehr;Ky:i"^.ch pupils may >.e the

"^;ii^i^Ss^:;^;;^'vtr::s-3vcansedis-

" w.' How «n every pnpil bc.t be compelled to try t,
answer each question ?

■f

^isa

46 T/ie Tculur Defore If is Clans.
III.

'".rtit ihr .lu.y of .he superintendent to keep ....Ic,
'";I"H!:^:^/manvM,perin.c„,le„.s cau« much .li.-

-ir^.r:i\Y'eSy:^»"ii:ii-»p"'''--''"'''^--

slight offense ?

IV.

,q. St.Me clearly the difference he.ween stilh.ew .ird

"^t "shnw .h.t Innkmg H. » whole das. dc,,.-nd. m,

"'^'"i^S;'c<rh.^on:i;«e„entiaUn giving .he eye

":r Wh? Kid inattention or disorder be checked

'",'3!"s.'a.e fournrderly pl»n; f"^ checking disorder
\\ Show the advaniaBC of calmness on the pa., o.

"^^^S^Z ^-ch^r-s standard of order „...

•"X When' may a teacher properly show that he .s

'"'IrUist^ngnish between righ.eo,.s anger and ill-

:S;:;'oh:;;;^i'2^^:^^^^-r^F' "'

U Rebuked .he "Ll^eV. i.Jn,. nee i. greatly weakened.

"7 r;.r'dt, [o «'^.!rc oXile P..pn-""" be I'J,^
b..V;. Show the difference between r.ght and»^..^^

"t^ltate'A'y'i"! condition. e»en.ial .0 good
order i

«b,B

Before Uh (Vrt.w.
III.

li,-^ of a lencher.
mental iiii»l.ik.rs are gfiicrallv
icachcm conctrnini! "ro<T [
4 111 urove thai tlie "rdir in .1
e even belter than In tlit "f n-

le sniierintendcnt to keep otiler

IR-rintcndents cause much ili«-
iiuict a 1 ale ? , , f

s follow a public rebuke fir a

IV.

difference between »lillne« .ird

riK at a whole das* depends f\\

l^aK essential in giving the eye

ttentinn or disorder be checkid

Iv plans for checkinR disorder,
iiascof calmnc»on the part ol

[» order. . , * i .

s teacher's standard of order n.i

Eacher properly show that he 1-

twecn righteous anger ami ill-

by keepine the "personal ele-
n dealing with an offender >
hould anger lie shown I
pds sympathize will, a pnpd who

!>■» inniience is greatly weakened,
be avoided ? t 1 .

lire order the pupi s must be kep
ference between right and w runi:

»ical "condltioni essential to ijood

The Teacher Ucfore His Class. 47

„, Show dearly the distinction between a.teniinn

^":r(ln'«"l:V'd- the power to exercise controlled
•""""vVl.'a'k'm/nf .-.-'"tion should be expecu-.l

^'-^>;.[;:::^v2'd:nfc..ra.eris.ic.^^
iari!;"^r,:!:;iu*i^"'::J"- 'c-'^ »''"""•-

'"riyrly^^ie^H""^^""*^--^''"^'" ''f '-

''*T 'what course should a teacher pursue when asked

. Question which h« <•»"-'«' f';;;;«;f,,,i,,,h.,odofwhi.h

.HjeCr-ini^XnUge in sccunug alien-

lion.

?; Why is it essential for the teacher to think out

memorizing f t'^^^fi'f .* v,„ may use the eyes of his
.(. Show li'T*' the icacner ih^y." .u.,-

-^-(k^l^^'t^tf^wiyi^;:^- -"'-""'

• ^'^^allte'wa;:'^-: which teacher, often distract
■"r'shonld teachers remiire sustained attention for
a long time from young pupils .

VI.

jaWvide the work of the teacher in teaching a
lesson into six parts. Wir.il order.

ducted ?

4:-( The Tciulm nefor<-' //A Chn.

. ,,. \VI,y shnuM the l«.:l.il.H I'- "l"->"-' "' '"'''
'"V'inwh.t twow.y..l.n..l.l tl.« vracknl «pi.lic..-
'"::U'I;;;'i::;r"lnne"»r: in.lua,aln .h. .«il.nl„«

'''■,"y"\VI„.t are ll.« ihrre f>..Ml«m.nt|.l ...a .-.s...ti..l
,e,,uireii.emi in rcgara lo .iiicsuoiuiitf .

VM.

«, If,,„estiomnrrtnn,Iimn,U for a cU", wh.M «n-
"':f,.- What restrictions „n.st ho n1,s,-rvc.l in ,,-ioK ih..-

":i:";^^;'::;,";:^l';;u^'^"r(;r;:^^ea w,.ic, v.rv

"tf Towh.t clas, of p-.pils shnt.l.l tnns, <,„cstio.„
"';;' Why'sh^.uM the teacher praise .he p.tpils when

'"' '\';ive'eri rules for questioning.

B leacliinu l« r.l"!!-:'! i" '••>■ ''
y«»hmilil ilie ».ri>rli.iiliipi'li';.>
Tn'rc indmleJ in the a>>.i«iii"4
'<" inav Wow >'"' "'"ifti'i"* "'
...v.lin;; ill' i.i.ilivi: propnili.."

f''::^li;M:f.i"^^'iif""-"-'

1 uliiii: kiHiwIfilKi" ' ...
„,„.|,„»vlliallflliiiBi«lh<-l<--'^<

\m wet il'ics Koml leaching in«iiil>

ihrce fii".iiiincnt..l aiiU et.semi.il
ril lo iiiicMioiiiiitf ■'

Vll.

r tr... ililTinill for n rU", wh.M an-

rcMi'lV from simiitl:infnin nn-wrt-

„ns must ho nhvrve.l in i.-in* the

il iif aiiHWeriiiR ?

,uesli..ll^ lie a-kct which arr ver>

milil the simrlc-^t question* \v

, of pupils shn.il.l most qiicstioii.

a.hnrlry topii«I'--li'-P»I'''f'i f.,r
, who try hilt I'lil '"= 1"'"^"'*'' ^'"

ihc teacher praise the pupil* *>>«"

'llllt" ^iRhly praise in VmpnpiU'
1 effects of pri.Miptiiii!, hoth moi-U>

, he encoi.raK<Ml to asW.iluesti.m.-
pilsh<!leiltoa»kmiu»tion.coii.i

ales for queutioning.

THE CHAUTAUQUA TEXT-BCOKS.

""•,1?^; ^^';-,^|?'''^*^""^-"«^' ■'•«•>"■ Al-

'^"■-jk'ASsics''^'^^ ^'*°*' ANCIENT

f No. «8, MANNERS AND CUSTOMS OF '
BIBLE TIMES. Bv .K M. ].>.,."«;, |, if ,

^°-C^i^^^^'l ANTIQUITY AND Lan:
GUAOE. Ky M. S. r.Miv. D.I) i

~°Z- '^t'*i,'^°K'-» OF MISSIONS, li.

Iloiiry K. Unroll • .

'^"■c^HR^t'^T. '^,°F.P ^'^^^ THINK OF
l-MKISr. Uy I., r. Ti.wH>,.n,I. |> I» 1

"Jia-^A BRIEF OUTLINEOF THE HIS
TORY OF ART. Uy .Mi."\l.' " 1^',^
rorf.st. ...

No. 33. ELIHUBURRlTT:"TheLcarnt-d
Blacksmith" liy ( We* N,.,.,|,„„| ""■" „

No. 3,. ASIATIC Hii TORY : China. Corea
Japan. Kv l.Vv. WiU4in, K| i„t i,,iffi.

tApv" '■.i^"?*?? P^ general' His-

No. 36. ASSEMBLY BIBLE OUTLiNES.
I»y •!. II. Viriii'iii. I) I) ,,

^i^E^^^i^i^^i r^/^A'- °"^- „

^^•■^k , '''?,^. SUNDAY-icHOOL NOR-
MAL CLASS. Ity .1. H. Vi.nni. I) |) |c

No, 40. NORMAL OUTLINES FOR PRI-
MARY TEACHERS. «y Mr,^W Kt^St; M

^"ft^iSVo'iitfr ' Broadway, New York.
WArUE«aVrOW|«Cinpinnati, Ohio,

IE CHAUTAUQUA TEXT-BOOKS.

'«^{'i^^,^r °°^- »^- «- •' ' ;:

: ^T.-i E ta'bernXcle; • liy'i;..*. ;r„ii„ '"

•^^l/^D'NGS FKOM ANCIENT '"

;^ MANNERS AND CUSTOMS OF '"

• MANS ANTIQUITY AND LAN: '"
AOE. Ky M. S. Tmv. D.I) in

THE World of missions, li.

ii-y K. Unroll • .

rW"AT NOTEp MEN THINK OF

BV^np^fi'J^'^h'NEOF THEHISI
RV OF ART. By .Mis., .}„u, IJ. (),.

?^'"".,«"RRirT: "The Lcurn.d '"

ASIATIC Hii TORY : China. Corea
.n. Rv i;,.v. WiH4in, K| i„t ...iffls. '

OUTLINES OF GENERAL HiS-

ASSEMBLY BIBLE OUTLiNES

'. II. Viriiciii. I) I) „>

ASSEMBLY NORMAL OUT-
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THE LIFE OK I.HR1ST. Uy i:,.v

, '' i*,^- SUNDAY-SCHOOL NOR-

L, CLASS. Ky .1. H. Vi..<vhi. I) |) |o

NORMAL OUTLINES FOR PRI

*Y TEACHERS. «y Mr,v\V K(Wlt. Ju

^SRI^^.ISM2^ Broadway, New York.
•*«W#rov^«Cinplnnati, Ohio,

■*^