to the teacher the inadequacy or inequality of the learner's preparation. Thus the teacher has a means of proving his pupils, and of teaching most carefully and fully these things which the pupil failed properly to grasp. The result should be an adequate and equal arrangement of the facts of knowledge in the student's soul. His education may then be said to develop harmoniously all the powers of the soul. Socrates was the wisest teacher of ancient Greece. His method was unequaled among all his countrymen. His pupils were as loyal, as devoted, as enthusiastic, as one could wish for. He was brave enough to die for his beliefs, and he was skilful enough to impress his beliefs indelibly upon his pupils. How did he teach? Under direct questioning the teacher assumes that by study the pupil acquires the answer to the question. Socrates assumed that all truth is inherent in each soul. But the individual is not aware of the content of his soul. The vital function of education is to make each soul aware of its own content. How is that to be done? By such a judicious use of questions as to lead each unknown element of knowledge in the soul to reveal its identity and its relation to all other elements of knowledge in the soul. Thus without education we know not what is innately in The Socratic the soul. Education is the process of self-comprehension. Know thyself" was his motto. He uses the question as a potent means of attaining the end indicated. But his presupposition is wrong. We no longer think or believe that all knowledge is innately set in each soul by some power not ourselves. We believe that knowledge arises in the soul by reason of the presentation of objects from without, through sensation to consciousness. The soul God gives. Its capacities he sets. Its content we build. Jesus used the direct question, as we all do when we desire to test the fidelity of preparation in our pupils. But he used a type of question unique in teaching. He assumes that primary knowledge in the soul arises from presenting things to the senses. That these varied sensepresentations are often vague and apparently contradicting, and hence confusing, he also assumed. He uses the question to break up vague, confusing, and uncertain knowledge, and to set in its place and certain knowledge. The Question as clear, distinct, In the north country, beyond the Sea of Galilee, Jesus sat with a chosen group of his disciples. He asked them a question: "Whom do men say that I am?" The disciples gave in reply the conjectures of the people. Some said Moses, some Elias, some Jeremias, and some one of the prophets. Then into this group of guesses he sets a second question: "But whom say ye that I am?" This question dispelled all doubt. It crystallized conviction. It established clear knowledge. Thus the wise teacher understood how important it is to call up in the mind of the learner every possible explanation, and then, when the mind is balancing the issues, to put forward a question whose answer lifts the learner to a declaration of an opinion and the formulation of a conviction never again to be subject to revision. To drive a soul to the final and conclusive statement of truth is always of moment in the teaching process. To question wisely is to catch glimpses of the inner life, the secret thoughts, the vital forces of a soul. It must be done in a spirit of loving concern for the pupil. The more intimately the life of the pupil is known, the more sacred becomes the office of teacher. Kinship of spirit is the best warrant to teach. QUESTIONS AND SUGGESTIONS. For testing one's grasp of the subject, and What reasons do you have for teaching carefully the meaning of words? Should religious truth be set in more vague terms than other truth? May religious truth be taught as clearly as secular truth? Why is the unanswered question a source of concern? If the delay in finding answer to a question is prolonged, how does this delay affect the learner? Explain clearly the value of the right activity of the mental process. What are you doing to aid your pupil to clear views? Some questions are pertinent, some are impertinent. Explain and illustrate. Enumerate the values of the question as a form of teaching. What types of questions are wise? Why? Study your own motive in questioning your pupil. What is the relative value of the question for the class and the question for the individual? Explain the Socratic question. Discuss the effect upon the pupils of unwise questions. Frame ten wholly wise questions upon the subjectmatter of this chapter. XVII THE TEACHER'S PERSONAL EQUIPMENT WE E HAVE to this point been considering the opening of a soul into full bloom. We have seen it bud and grow and blossom. What shall the fruitage be? That will depend upon the nutrition and upon the pruning. The nutrition is the Word of God. The pruning is the act of the teacher. The Act of This act is of so great importance that I have thought it wise at this point to consider the teacher in his relation to the pupil, especially in his relation to the product of the teaching process as it is bodied forth in conduct. No religious instruction is worth the name that does not condition conduct. It is one thing to know the right. It is another thing to do the right. It is not enough that our pupils should know the right. They must do it. We live in deeds. The Sunday-school is to be judged by the life of its pupil. The teacher is to be justified by the manner of the pupil's living acquired under his guidance. If you entertain any other view of your function, throw it away. |