34 God a near, inspiring reality
         God distant, unreal, hard of approach

35 Power to win others to religion
         Influence little or negative

36 Interest in Bible and religion
         Little concern for religion and Bible

37 Religion makes life fuller and richer
         Religion felt as a limitation

38 Deeply believe great fundamentals
         Lacking in foundations for faith

39 Increasing triumph over sin
         Too frequent falling before temptation

40 Religious future hopeful
         Religious growth uncertain

It is highly instructive for one to grade himself on this list of qualities; or he may have his friends and associates grade him, thus getting an estimate of the impression he is making on others.  Teachers will find it well worth while to attempt to grade each of their pupils; for this will give a clearer insight into their strengths and weaknesses, and so indicate where to direct our teaching.  Mark each separate set of qualities on the scale of 10 for the highest possible attainment.  If the strength of the positive qualities of a certain set (as in No. 10) can be marked but 6, then the negative qualities of this set must carry a mark of 4.

THE TEACHER’S BACKGROUND OF PREPARATION

One can never teach all he knows.  Dr. John Dewey tells us that the subject matter of our instruction should be so well mastered that it has become second nature to us; then when we come to the recitation we can give our best powers of thought and insight to the human element—­seeking to understand the boys and girls as we teach them.

Our knowledge and mastery must always be much broader than the material we actually present.  It must be deeper and our grasp more complete than can be reached by our pupils.  For only this will give us the mental perspective demanded of the teacher.  Only this will enable our thought to move with certainty and assurance in the field of our instruction.  And only this will win the confidence and respect of our pupils who, though their minds are yet unformed, have nevertheless a quick sense for mastery or weakness as revealed in their teacher.

A danger confronted by teachers in church schools.—­Teachers in our church schools are at a disadvantage at this point.  They constitute a larger body than those who teach in the day schools, yet the vast army who teach our children religion receive no salaries.  They are engaged in other occupations, and freely give their services as teachers of religion with no thought of compensation or reward.  The time and enthusiasm they give to the Sunday school is a free-will offering to a cause in which they believe.  All this is inspiring and admirable, but it also contains an element of danger.