4. Putting a Premium on Participation. One of the most interesting classes the writer has ever visited was a theological class in the Granite Stake.  The teacher was committed to the policy of taking as little as possible of the class period himself, but he was also committed to the policy of getting his pupils to do the most possible.  For the particular day in question he had assigned a discussion of baptism.  One member of the class had been asked to discuss sprinkling as the correct method, another had been assigned immersion.  The two young men brought in their findings as if they had been trained for a debate.  Within the forty minutes devoted to the recitation baptism had been gone into as thoroughly as the writer has ever seen it gone into during the course of a single lesson, and the members of the class had been delightfully entertained and enlightened.  When the bell rang announcing the close of the recitation, the class petitioned to have the discussion continued the following Sunday.  It was perfectly clear how the teacher had built up his enrollment.

It is fundamental in human nature to love social combat.  The clash of mind versus mind makes a wonderful appeal.  Witness a political convention or an open forum debate!  Let it be known that a vital subject is to be discussed by men who are really prepared and other men bestir themselves to be in attendance.  Surely no subjects are full of more vital significance than questions of life and life eternal.  If a teacher will take the pains to select attention-compelling headings and then stimulate representative members of his class really to work out something of a contribution, he need have no fear of the success of his class.  Such procedure not only guarantees a good class—­it promotes faith on the part of those participating as few other things can.  Too frequently we content ourselves with the routine of commonplace “talk.”  There is no enthusiasm in mere routine as there is none in listless listening to generalities.  Our effort should be to make our classes intellectual social centers with everybody participating.

5. Promoting Class Activities Out of Hours. The Seventies who harvested the grain for the widow of one of their members did a splendid bit of service, not only for her but for their own quorum.  A common objective in service made for a common bond in fellowship.

The Primary class that was stimulated to take a basket of flowers to one of its sick members was helped not only in the making of someone happy, but in building up a class spirit that guaranteed success.

There are so many possibilities open to the teacher who really cares.  Just the other evening the teacher of a class of Bee Hive girls called them together for a little social entertainment that they might talk over plans for the approaching season.  What a capital attitude?  Not to wait till the season opened, but to take the pains to look up the available, prospective class members and make ready for an enthusiastic campaign.  Of course, such a teacher will succeed.