Principles of Teaching Part 2

What a testimonial to the force of inspiration to higher ideals!

V. ENCOURAGEMENT AND DIRECTION GIVEN TO PUPILS' EXPRESSION

Most pupils in cla.s.s are ordinarily inclined to sit silently by and let someone else do the talking. And yet, everyone enjoys partic.i.p.ating in a lesson when once "the ice is broken." It is the teacher's task first of all to create an atmosphere of easy expression and then later to help make that expression adequate and effective. The bishop of one of our wards in southern Utah declared, not long ago, that he traced the beginning of his testimony back to a Primary lesson in which a skillful teacher led him to commit himself very enthusiastically to the notion that the Lord does answer prayers. He said he defended the proposition so vigorously that he set about to make sure from experience that he was right. The details of securing this expression will be more fully worked out in the chapter on Methods of the Recitation.

VI. DISCOVERY OF PUPILS' BETTER SELVES

One of the most fascinating problems in teaching is to come to know the real nature of our pupils--to get below surface appearances to the very boy himself. Most of the work of solving this problem necessarily must be done out of cla.s.s. Such intimate knowledge is the result of personal contact when no barriers of cla.s.s recitation interfere. It involves time and effort, of course, but it is really the key to genuine teaching. It makes possible what we have named as factor number eight, which may be disposed of here for present purposes. We read of bygone days largely because in them we hope to find a solution to the problems of Jimmie Livingston today. How can we effect the solution if all that we know of Jimmie is that he is one of our fifteen scouts? We must see him in action, must a.s.sociate with him as he encounters his problems, if we would help him solve them. Our discovery of our pupils' better selves, and intelligent application, go together hand in hand.

VII. INSPIRATION OF EXAMPLE AS WELL AS PRECEPT

When Emerson declared, "What you are thunders so loudly in my ears that I can't hear what you say," he sounded a mighty note to teachers.

Hundreds of boys and girls have been stimulated to better lives by the desire "to be like teacher." "Come, follow me," is the great pa.s.sword to the calling of teacher. The teacher conducts a cla.s.s on Sunday morning--he really teaches all during the week. When Elbert Hubbard added his new commandment, "Remember the week-days, to keep them holy,"

he must have had teachers in mind. A student in one of our Church schools was once heard to say, "My teacher teaches me more religion by the way he plays basketball than by the way he teaches theology." It was what Jesus did that made him Savior of the world. He was the greatest _teacher_ because he was the greatest man.

Surely teaching is a complex art!

QUESTIONS AND SUGGESTIONS--CHAPTER II

1. What is teaching?

2. Why is it essential that we get a clear conception of just what teaching is?

3. Discuss the importance of building the recitation upon a good foundation of facts.

4. Why are facts alone not a guarantee of a successful recitation?

5. What is the teacher's obligation in the matter of organizing knowledge?

6. Discuss the significance of teaching as an interpretation of truth.

7. Discuss the teacher's obligation to discover pupils' better selves.

8. What is the relative importance of expression and impression in teaching?

HELPFUL REFERENCES

Betts, _How to Teach Religion_; Gregory, _The Seven Laws of Teaching_; Thorndike, _Principles of Teaching_; Brumbaugh, _The Making of a Teacher_; Strayer and Norsworthy, _How to Teach_.

CHAPTER III

THE JOYS OF TEACHING

OUTLINE--CHAPTER III

The Joys that attend Teaching: Enrichment of the spirit.--Guarantee of the teacher's own growth and development.--Restraining and uplifting influence on the moral character of the teacher.--Satisfaction that attends seeing pupils develop.--Inspirational companions.h.i.+p.--Contentment that attaches to duty done.--Outpouring of the blessings of the Lord.

Chapters one and two emphasized the thought that the purposes behind teaching impose a sacred obligation on the part of those who aspire to teach. But lest the obligation appear burdensome, let us remind ourselves that compensation is one of the great laws of life. "To him who gives shall be given" applies to teaching as to few other things.

Verily he who loses his life finds it. The devotion of the real teacher, though it involves labor, anxiety and sacrifice, is repaid ten-fold.

Only he who has fully given himself in service to others can appreciate the joy that attends teaching--particularly that teaching enjoined upon us by the Master and which is its own recompense.

It is difficult to enumerate all of the blessings that attend the service of the teacher, but let us consider a few that stand out pre-eminently.

If there were none other than this first one it would justify all that is done in the name of teaching; namely, "the enrichment of spirit."

"There is a spirit in man: and the inspiration of the Almighty giveth them understanding." To feel the thrill of that inspiration is a compensation beyond price. The Lord, having commanded us to teach (see Sec. 88:77-81, Doc. & Cov.), has followed the command with the promise of a blessing, one of the richest in all scripture.

"For thus saith the Lord, I, the Lord, am merciful and gracious unto those who fear me, and delight to honor those who serve me in righteousness and in truth unto the end;

"Great shall be their reward and eternal shall be their glory;

"And to them will I reveal all mysteries, yea, all the hidden mysteries of my kingdom from days of old, and for ages to come will I make known unto them the good pleasure of my will concerning all things pertaining to my kingdom;

"Yea, even the wonders of eternity shall they know, and things to come will I show them, even the things of many generations;

"And their wisdom shall be great, and their understanding reach to heaven: and before them the wisdom of the wise shall perish, and the understanding of the prudent shall come to naught;

"For by my Spirit will I enlighten them, and by my power will I make known unto them the secrets of my will; yea, even those things which eye has not seen, nor ear heard, nor yet entered into the heart of man." (Doc. & Cov. 76:5-10.)

This const.i.tutes a promissory note signed by our heavenly Father Himself. A blessing beyond compare--a dividend unfailing--and our only investment--devoted service! Companions.h.i.+p with the Spirit of the Lord!

That is what it means, if we serve Him in faith and humility.

"Be thou humble, and the Lord thy G.o.d shall lead thee by the hand, and give thee answer to thy prayers." (Doc. & Cov., Sec. 112:10.)

Like all other gifts and attainments, the Spirit of the Lord has to be cultivated. Teaching insures a cultivation as few other things in life can. An enriched spirit, then, is the first great reward of the teacher.

A second satisfaction is the guarantee of one's own growth and development. Teachers invariably declare that they have learned more, especially in the first year of teaching, than in any year at college. A consciousness of the fact that it is hard to teach that which is not well known incites that type of study which makes for growth. A good cla.s.s is a great "pace-setter." Intellectually it has the pull of achievement. The real teacher always is the greatest student in the cla.s.s. The "drive" of having a regular task to perform, especially when that task is checked up as it is by students, leads many a person to a development unknown to him who is free to slide. "Blessed is he who has to do things." Responsibility is the great force that builds character.

Compare the relative development of the person who spends Tuesday evening at home with the evening paper, or at some other pastime, and of the person who, having accepted fully the call to teach, leads a cla.s.s of truth-seekers through an hour's discussion of some vital subject.

Follow the development through the Tuesday evenings of a lifetime.

How easy to understand that there are varying degrees of glory hereafter.

A third value of teaching lies in the fact that the position of teacher exercises a restraining influence for good on the moral life of the teacher. He is sustained by a consciousness that his conduct is his only evidence to his pupils that his practice is consistent with his theory.

His cla.s.s follows him in emulation or in criticism in all that he does.

"Come, follow me," lifts the real teacher over the pitfalls of temptation. He cannot do forbidden work on the Sabbath, he cannot indulge in the use of tobacco, he cannot stoop to folly--his cla.s.s stands between him and all these things. A teacher recently gave expression to the value of this restraining force when she said, "I urge my girls so vigorously not to go to the movies on Sunday that I find my conscience in rebellion if anyone asks me to go."

Many a man in attempting to convert another to the righteousness of a particular issue has found himself to be his own best convert. He comes to appreciate the fact that the trail he establishes is the path followed by those whom he influences. He hears the voice of the child as recorded in the little poem:

I STEPPED IN YOUR STEPS ALL THE WAY