weightier matters of the law. They lose the whole value of good discipline to a soul because they have spent themselves over things which the pupils know are of little moment, and the pupils soon come to understand how irrational such control is. The last of these elements that make for control is personal character,—the sum of what one is, the spirit with which one does things, the quality of head and of heart which make attractive the things that are right, and unattractive the things that are wrong. We teach more by what we are than by what we know. No other equipment is comparable to personal worth. The teacher whose own conduct is regulated by the high qualities of an ideal Christian life will, by the force of his own personality, best aid his pupils to regulate their conduct by the same exalted standards. Character as Emphasis is placed upon this matter of control because it is fundamental in building character. We must see plainly three steps in the process of building a charactered soul. At the first, the pupils need external guidance. This the teacher furnishes. The above analysis of the teacher's equipment is to indicate how he may wisely administer this guidance. Then fol Why Control lows a transitional period, during which the pupils are able in part to guide their own conduct, but are obliged in part to depend upon the wiser and steadier guidance of the teacher. Finally, the pupil is able to stand erect, to act upon his own initiative. He is free from external guidance. He has set up in his own soul a regal guidance that is his own. His soul is free. It acts as it should because it wills so to act. All restraint is gone. Truth guides its decrees and conditions its actions. Thus the saying of Jesus becomes the goal of the teacher's effort,-" Ye shall know the truth, and the truth shall make you free." QUESTIONS AND SUGGESTIONS. For testing one's grasp of the subject, and Just what is embraced in the education of a people? What limits, if any, would you place upon the saying, "Trust the pupil"? In case your trust is betrayed, what would you do? What educational value attaches to securing the confidence of the pupil? Distinguish between fresh knowledge and stale knowl edge. Discuss the value and the means of securing skill in teaching. Cite instances of sacrificing love on the part of teachers for their pupils. Do you know what it means to suffer for your pupils? What reward have you if you love only the loving? If you love the loveless? Point out the evils of spasmodic control. In what way may the saying, "The eye of the master is worth both his hands," apply to the Sundayschool teacher? If the end of control is freedom through what means do you seek to achieve this end? Compare the relative worth of the seven elements of control here presented, and determine in which of these elements you are weak and in which you are strong; then answer the question, What are you going to do about it? XIX CONCERNING THE COURSE OF STUDY WE E HAVE considered some of the aspects of soul growth and some of the elements in teacher equipment. We have seen so far what a teacher should know of the child and what he should be. What next is to be considered? We have not yet recognized an element of teachertraining that seems to hold commanding place in the thought of many. That element is the knowledge of the subject-matter. What of that? Should not the teacher know his subject? We have already stated why scholarship is an aid in the control of the class. Has it no other use? Let us see. A Threefold There are three parts to the problem of teacher-training: (1) there is a young and growing soul to be instructed and trained; (2) there is a world of religious truth to be known and presented to this young and growing soul; and (3) there is an intermediate agency—a living, disciplined, and equipped teacher-whose function it is to interpret this world of religious truth to the young and growing soul. There are things of the spirit, spiritual; and there are things of the earth, earthy. The spiritual things are subjective and intangible. The things of the earth are objective and tangible. The teacher must translate this objective world into terms of the spirit. How can he do this if he is unfamiliar with this objective world? How can he cause to arise in another soul knowledge that has never crossed the bounds of his own? Surely he can give only as he possesses. It is evident then that a knowledge of the subject-matter to be taught is an essential equipment of the teacher. But his knowledge of the subject-matter makes him only a scholar. To understand how to transmute this scholarship into terms of nutrition for another soul, and to know also how to fit it to the precise needs of the learner, adds to his scholarly Scholarship Makes Only a Scholar ability the ability to teach. To pause at scholarship is to defeat the ends of teaching. Thus many good-intentioned persons fail to teach. They assume that when one knows a thing he can teach it. This is pedagogic heresy. I have known great scholars who were miserable teachers. I recall now an authority of world-wide renown in a certain science whose attempts to teach were pitiful. He frankly confessed that he did not know how to present his knowledge to the pupil. He usually sat upon the teacher's desk and requested his pupils to ply him with questions. He was a |