Class socials of all sorts, baseball teams, authors’ clubs, bits of ward service, visits to institutions of interest—­scores of worthy opportunities present themselves always to the teacher who is anxious to build up a genuine class spirit.  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 memory.

* * * * *

QUESTIONS AND SUGGESTIONS—­CHAPTER XXIII

1.  Why is it essential that a teacher build up a class spirit?

2.  Give three practical suggestions on the subject of beautifying classrooms.

3.  Discuss the importance of the attitude of a teacher in promoting class spirit.

4.  Point out possible methods for enlisting the co-operation of class leaders.

5.  What do you consider your best method of stimulating members to participate in class discussions?

6.  What kind of class activities contribute most to the life of your class?

7.  Discuss the advisability of promoting class athletic teams.

HELPFUL REFERENCES

Colgrove, The Teacher and the School; Weigle, Talks to Sunday School
Teachers; Dewey, Interest and Effort in Education; O’Shea, Everyday
Problems in Teaching; Norsworthy and Whitley, Psychology of
Childhood.

CHAPTER XXIV

CONVERSION—­THE REAL TEST OF TEACHING

     OUTLINE—­CHAPTER XXIV

Character, a great power in conversion.—­Our concern the converted teacher and also the converted pupil.—­The converted teacher believes what he teaches.—­The converted teacher practices what he teaches.—­The force of “Come, follow me.”—­What makes for conversion.—­The teacher’s obligation to kindle the spiritual fire.—­His obligation to feature testimony-bearing.—­His obligation to take his pupils where they will feel the spirit of testimony.

A number of years ago a young graduate of one of our eastern universities was employed to teach science in a school in Japan.  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 religion.  He accepted the conditions gladly, and during the first year of his service was careful not even to mention Christianity.  He not only taught his classes in science, but he joined with the boys in their athletics and in their social life generally.  Being both an athlete and a leader, he was soon looked to as the life of the school.  His clean life was an inspiration.  He inevitably set a Christian standard.  Before the end of the second year, though he had preached never a word, forty young men made application for membership in his church.  His life and ideals had converted them as no preaching could have done.