CHAPTER XXII

Taking Stock.—Miss Stevens' study on questioning.—Miss Stevens quoted.—Various types of questions: a. The reviewquestion;b. The fact question; c. The leading question; d. The thought or challenging question.—Some questions on questioning.

How many questions do you ask regularly during a recitation?

What proportion of those questions are answered in full and complete statements?

How many of the answers to your questions are a matter merely of memory? How many reveal original, creative thinking?

Such questions as these not only impress us with the force of the question as a means of teaching, but they lead us to examine into our own method of asking them. The whole teaching process so easily and unconsciously develops into a matter of routine that it is good practice occasionally to take stock of ourselves. It is surprising to find how many teachers develop a particular type of question which becomes their sole stock in trade.

Miss Ronniett Stevens, in her thesis,The Question as a Measure of Efficiency in Instruction, has made one of the most enlightening studies yet made on the matter of questioning. Her results are quoted by Weigle, in hisTalks to Sunday School Teachers, in a passage of interest, not only because of Miss Stevens' findings, but also because of Mr. Weigle's own conclusions:

"One of the outstanding differences, in present practice, between the public and the Sunday school, is that most public school teachers ask too many questions and most Sunday school teachers do not askquestions enough. For the first half of this statement there is ample evidence in the careful study by Miss Ronniett Stevens onThe Question as a Measure of Efficiency in Instruction. Miss Stevens secured complete stenographic reports of twenty high school lessons in English, history, science, Latin, modern languages, and mathematics; she observed one hundred more such lessons chosen at random, with a view to counting and noting the number and nature of the questions asked in each; and she followed each ten classes through an entire day's work for the purpose of studying the aggregate question-stimulus to which each was subjected in the course of the day."The results of her study are surprising. In only eight of the twenty lessons completely reported the teacher asked less than ninety questions in the period of forty-five minutes, the average being sixty-eight. In each of the remaining twelve lessons more than ninety questions were asked in the same period of time, the average being 128. A freshman class in high school, in a day's work of five periods of forty minutes each, not counting gymnasium, was subjected to 516 questions and expected to return 516 answers, which is at the rate of 2:58 questions and 2:58 answers per minute. The lowest number of questions recorded in a day's work for a class was 321, and the average number 395."Such rapid-fire questioning, Miss Stevens rightly holds, defeats its own ends. It maintains a nervous tension in the classroom that must in the long run be injurious. More than that, it is a symptom of the fact that the real work of the hour is being done by the teacher, and the pupil's share is reduced simply to brief, punctuation-like answers to the teacher's questions. Such questions appeal to mere memory or to superficial judgment rather than to real thought; they cultivate in the pupil neither independent judgment nor the power of expression; they ignore individual needs and discourage initiative; they make out of the classroom a place to display knowledge, rather than a laboratory in which to acquire it."The second half of the proposition, that most Sunday school teachers do not ask questions enough, has not been established by any such investigation as that of Miss Stevens. A similar study, on the basis of complete stenographic reports, of typical Sunday school lessons, would be a most valuable addition to our resources in the field of religious pedagogy. Till such a study is made, one must simply record his conviction that Sunday school teachers, as a general rule, ask too few, rather than too many questions. This conviction is based upon general observation and upon the frequency of such remarks as, 'I just can't get my class to study,' 'There are only two or three who ever answer my questions,' 'My pupils don't know anything about the Bible,' 'As long as I do all the talking, things go all right,'etc." Weigle,Talks to Sunday School Teachers.

"The results of her study are surprising. In only eight of the twenty lessons completely reported the teacher asked less than ninety questions in the period of forty-five minutes, the average being sixty-eight. In each of the remaining twelve lessons more than ninety questions were asked in the same period of time, the average being 128. A freshman class in high school, in a day's work of five periods of forty minutes each, not counting gymnasium, was subjected to 516 questions and expected to return 516 answers, which is at the rate of 2:58 questions and 2:58 answers per minute. The lowest number of questions recorded in a day's work for a class was 321, and the average number 395.

"Such rapid-fire questioning, Miss Stevens rightly holds, defeats its own ends. It maintains a nervous tension in the classroom that must in the long run be injurious. More than that, it is a symptom of the fact that the real work of the hour is being done by the teacher, and the pupil's share is reduced simply to brief, punctuation-like answers to the teacher's questions. Such questions appeal to mere memory or to superficial judgment rather than to real thought; they cultivate in the pupil neither independent judgment nor the power of expression; they ignore individual needs and discourage initiative; they make out of the classroom a place to display knowledge, rather than a laboratory in which to acquire it.

"The second half of the proposition, that most Sunday school teachers do not ask questions enough, has not been established by any such investigation as that of Miss Stevens. A similar study, on the basis of complete stenographic reports, of typical Sunday school lessons, would be a most valuable addition to our resources in the field of religious pedagogy. Till such a study is made, one must simply record his conviction that Sunday school teachers, as a general rule, ask too few, rather than too many questions. This conviction is based upon general observation and upon the frequency of such remarks as, 'I just can't get my class to study,' 'There are only two or three who ever answer my questions,' 'My pupils don't know anything about the Bible,' 'As long as I do all the talking, things go all right,'etc." Weigle,Talks to Sunday School Teachers.

The whole matter of questioning can be made to stand out most clearly, perhaps, by listing the various types ofquestion, the purposes which each type serves, and the characteristics of a good question.

First of all there is theReview question. The great purpose of this type of question is to systematize knowledge. Of course, it is valuable as an aid to recollection—it is a challenge to memory—but it is particularly helpful in that it makes the big essential points in a course stand out in relief with minor points properly correlated and subordinated. The review question is a guide to the pupil whereby he may see the relative significance of the work he has covered. One of our great difficulties lies in the fact that our teaching is so largely piece-meal. Today's lesson is hurried through, isolated as it is from all that has gone before and all that may follow. The successful teacher through the review makes each lesson a link in the chain of thought that underlies the whole development of the subject in hand.

The review question is essentially a carefully thought out, searching inquiry. It calls for a turning over, in the mind, of the material of the whole course and therefore should allow ample time for pondering. If it does not stimulate a "weighing process," it likely is merely a fact question—a test of memory. Of course, there is a place at times for this hurried type of question, but it serves the purpose only of "connecting up" and should not be mistaken for the evaluating question of review.

The following questions on the expulsion of the Saints from Missouri are illustrative review questions:

1. To what extent, if any, were the Latter-day Saints themselves responsible for their expulsion from Missouri?

2. To what extent were the persecutions of Missouri political? Religious?

3. How do you account for the fact that the Lord's people have always been a chastened people?

4. Show how the Missouri persecutions have been ultimately a blessing to the Latter-day Saints.

The second type of question is thefactquestion. It serves to check up on mental alertness and recall. It is often helpful in arresting attention and therefore has a certain disciplinary function. The teacher, of course, must make sure that his pupils are grasping the subject-matter presented, and the fact question serves admirably as a test of knowledge. It is usually a short question calling for a short answer, and therefore may be used in a rapid-fire way that stimulates thought. It is this type of question that is hurled so frequently at classes with the consequences pointed out in the quotation from Miss Stevens.

The same author lists as objections to the continued use of these rapid-fire questions the following bad features. They result in:

As illustrative of the fact question may we set down the following:

Thechallenging questionand theleading questionare closely enough allied that we may well discuss them together. They are both intended to provoke creative thinking. The leading question aims to capitalize on what is already in the pupil's mind in getting him to go one step further to a conclusion we already have in mind. Instead of telling a class of young children that Joseph Smith prayed to the Lord for help in choosing the church to which he might best belong, we might proceed by saying that the Prophet had asked his father and mother—he had asked his best friends—he had talked with all the ministers he could find—he had read in all of the available books—now who can tell what else he could do? The chief merit of the leading question lies in the fact that it paves the way for the answer. It is particularly helpful in encouraging young and backward pupils. But is easily subject to abuse. So much so that its use is very largely restricted in law courts. It results too frequently in the teacher's thinking for the pupil, and therefore ought to be used with care.

The challenging question is the question that fosters originality of thought, independence of judgment. It simply raises a problem and leaves pupils free to arrive at their own conclusions. It makes for an intelligent faith so much desired in a democratic Church such as ours. It is the one question above all others that guarantees a vital class distinction.

Of course, there is a place for all four of these types of questions. As was said relative to the methods of the recitation, the best method is a variety of methods. So with questions. It is perfectly clear, however, that for general purposes that question which prompts greatest reflection and independent thinking is the best one to indulge most frequently. The following questions out of a lesson on Joseph Smith's First Vision are set down as typical of thought-provoking questions:

1. In view of the fact that when men choose a man for president of a bank they look for a man of maturity and experience, how do you explain that Joseph Smith, a mere boy, with little training or experience, was entrusted with the great responsibility of founding what we claim is the greatest institution of these latter days?

2. How can you convince the world that a just God would declare that none of their churches is right?

3. What vital truths are announced to the world through his first vision?

Let us conclude this chapter with one more quotation from Miss Stevens. When asked to name the three outstanding characteristics of a good question, she set them down as follows:

1. A good question should stimulate reflection.

2. It should be adapted to the experience of the pupil.

3. It should draw forth a well-rounded answer.

Questions on Questioning

Do I call on my pupils to recite in a fixed order, according to alphabet or seating, so that they are warned not to attend till their turn comes?

Do I name the pupil who is to answer before I put the question?

Do I ask direct questions or alternative questions which can be answered without knowledge or thought?

Do I ask chiefly fact questions?

Do I ask leading or suggestive questions?

Do I repeat my questions? Attention.

Do I answer my own questions?

Do I ask confusing, changed questions?

Do I ask foolish questions that no one can answer?

Do my questions make pupils think?

Do my questions follow up the answer and lead to new organization of knowledge?

Do I repeat the pupil's answer?

Do my questions reach all the members of the class?

Do I make the recitation an inquisition, or do I pursue a slow pupil and listen while pupils express themselves freely and naturally?

Questions and Suggestions—Chapter XXI

1. Why is it essential that we prepare questions as we do other material?

2. What are the dangers that attend the asking of a great number of fact questions?

3. Discuss the relative value of the "W's"—what, who, when, where, andwhy.

4. Discuss each of the questions on questioning in this chapter.

5. Bring in three thought-provoking questions on one of the current lessons in the month's work of one of the auxiliary organizations.

Helpful References

Fitch,The Art of Questioning; Stevens,The Question as a Measure of Efficiency in Instruction; Weigle,Talks to Sunday School Teachers; Horne,Story Telling, Questioning, and Studying; Brumbaugh,The Making of a Teacher; Driggs,The Art of Teaching.

Outline—Chapter XXII

A popular misconception of discipline.—Discipline inherent in teaching.—Importance of discipline in our religious teaching.—Changed attitude within the past three centuries toward discipline.—What discipline is.Methods of securing discipline: The method of rewards; The method of "pleasing the teacher"; The method of punishment; The method of social appeal; The method of interest.The importance of a proper attitude on the part of one who disciplines.—What constitutes such an attitude?

Methods of securing discipline: The method of rewards; The method of "pleasing the teacher"; The method of punishment; The method of social appeal; The method of interest.

The importance of a proper attitude on the part of one who disciplines.—What constitutes such an attitude?

Back in 1916 the writer of these chapters was invited to address a group of teachers on the subject of discipline. This particular lecture came toward the end of a series of lectures given on the various pedagogical truths underlying teaching. One particular teacher, who had listened to all of the lectures, expressed appreciation of the fact that discipline was to be discussed—it apparently was his one concern, as indicated in his remark:

"We have listened to some excellent theories in these lectures. But I have to teach a class of real live boys and girls. How can I keep the little rascals quiet long enough to work the theories out?"

The remark expresses admirably the attitude of very many teachers relative to discipline. They regard teaching as one thing—discipline as quite another. With them discipline involves some sort of magic process or the application of some iron rule authority, which secures order that teaching may then be indulged in. As a matter of fact, discipline is inherent in good teaching. It is not a matter of correction so much as a matter of prevention. The good disciplinarian anticipates disorder—directs theenergies of his pupils so that the disorder is made impossible by attention to legitimate interests.

Discipline is one of the most pressing problems in the quorums and organizations of the Church today. On every hand the complaint is registered that proper respect is not shown, either for those in important positions or for our places of worship.

The spirit that accompanies the political rally or basketball game, held in our amusement halls, too frequently is carried into our sacred meetings. The spirit of unconcern is carried into our classrooms until all too often to call the condition one of disorder is a very inadequate description of the procedure.

It is interesting to note the changing attitude generally in the matter of discipline. The harshness of other days is largely replaced by a leniency that borders on "easiness." Our whole attitude toward criminals has been revolutionized, and our human impulses have carried over into the realm of teaching, until now, at least in the opinion of very many critics, we have drifted largely into "soft pedagogy"—a process of trying to please regardless of the consequences.

Earlier treatises on education devoted a good bit of space to the amount and kind of punishment that should be administered in a well-ordered school. Punishment is decidedly out of taste these days. The biography of an old German master discloses the fact that during his teaching career he had administered 911,527 raps with his cane, 20,989 with a ruler, 136,715 with his hand, and that he was responsible for 1,115,800 slaps on the head. The same attitude is reflected in the fact that in England, as late as the year 1800, two hundred twenty-three offenses were punishable by death. The offenses included shooting rabbits, stealing, defacing Westminster Bridge, etc. In our day we hesitate to apply the extreme penalty even to the murderer.

The attitude toward the content of teaching has undergone a change quite in keeping with that attached to method. There was a time when pedagogical philosophy rather hinted, "It doesn't make any difference what you teach a boy, as long as he doesn't like it." The hint these days might more nearly read: "It doesn't make any difference how valuable certain material is for a boy, don't attempt to teach it to him unless it fascinates him." Our effort to interest our pupils has practically resulted in taking the scriptures, particularly the Old Testament, out of our organizations. Of course, the doctrine of interest is a very vital one, but there are bounds beyond which we ought not to push it.

It is, therefore, perfectly obvious that there is urgent need of discipline. Any effort at social control demands it. The army succeeds as it does because of its discipline. Wherever a group of individuals undertake action in common, every member must be willing to sinkinterestsofselfinwelfareofothers. As was pointed out in the chapter on Individual Differences, a class is made up of all kinds of individuals. They vary in capacity, in ideals, in training, in attitude, in disposition, and in purpose. Manifestly group progress will be made possible in any such case by a mutual willingness to co-operate—a willingness to attend a discussion even though not particularly interested in it, but because it may be of concern to someone else whose interests I have undertaken to promote. My very presence in the class imposes such a responsibility upon me.

It is essential in a discussion of discipline that we agree as to just what discipline is. It is notmere silence. Silent"quietness" may be agreeable, but it certainly does not make for achievement. Such silence would be of little worth if it could be achieved, and it cannot be achieved with twentieth century human beings. The question of the lad who had been taken to task for his disturbance is always refreshing. The teacher, after a somewhat prolonged scolding, had concluded:

"Now, Tommie, do be quiet."

"What fur?"

The English may not be the choicest, but the sense is wonderfully significant to the teacher who would really understand the problem of discipline.

Discipline is not repression. TheDof discipline and theDof don't have been confused all too often. Just as the too frequent use of the brakes on an automobile ruins the lining, so the too frequent "don't" of repression ruins the "goodwill lining" of the boy, and when that lining is gone the "brake squeaks," and in emergencies doesn't hold at all.

Discipline rather consists in that direction of wholesome activity which creates an atmosphere of intellectual endeavor in which every individual of a group can profitably follow his own interests while allowing every other individual to do the same thing free from interference. Discipline makes it possible for all to do the thing to be done to advantage. It may at times require silence, it may involve vigorous action—it always presumes intelligent direction that holds those concerned to the orderly pursuit of an established goal.

Various means have been devised for the securing of discipline. Thedoctrine of rewardshas been and still is being followed extensively. To give an individual something for being good has never appealed to educators asfundamentally sound. It puts a false evaluation upon virtue. It may be that such a policy must be resorted to in emergencies, but followed regularly it is likely to be attended with disastrous results. The boy who has regularly to be bought into doing what he should will likely raise his price until the method of rewards becomes ruinous both to the father and the boy. To "heroize" a boy in class every time he does a meritorious act will very likely spoil him. Encouragement, of course, is helpful, but it ought not to be overindulged. A stick of candy may induce a child to go to bedagreeablyeach night, but the candy may spoil other things than the bedspread. Moral fibre is built up by developing the habit of doing a thing because it is right—because it ought to be done. There are teachers and preachers who hold the interest of those taught by tickling their ears with material, either funny or nonsensical. There is a question whether it is not a dangerous practice in an effort to win them to what should be an attitude of religious devotion.

Then there is the doctrine that children should be good to please their parents and teachers. This doctrine is akin to that of rewards. It sets up something of a false ideal, though of course it is a splendid thing to teach appreciation of those who help us. Much can be defended which seeks to inculcate in the minds of children reverence for their elders. The chief difficulty lies in the fact that this doctrine may not continue to appeal as fundamentally sound.

A third method for securing discipline is to compel it. This is to resort to the law of things. A certain amount of law should characterize both the home and the classroom. Obedience and order are the first laws of heaven and are essential to good social environment. But the lawshould be so administered that the obedience exacted rests upon an intelligent understanding of the purpose behind the law. Otherwise there comes a time when mere authority fails to control. It is a good thing to train children to abide by regulations out of a sense of duty. If duty and love can be coupled, the combination makes for permanent law-abiding. Arbitrary authority and blind obedience have produced Germany. Strong leadership coupled with democratic co-operation and loyalty have produced America.

Still another doctrine of discipline rests upon a social appeal. Members of a group agree that in the interest of everyone's welfare each individual will subscribe to certain conditions regardless of their application to him. This principle, fundamental in all democracies, can safely be trusted to secure desired results in groups mature enough to assure sound judgment. The sense of justice in the human soul is a safe guarantee of both liberty and good order. Many of our classes no doubt could be improved noticeably if we could enlist the co-operation of the members to the extent that they would assume to govern themselves.

Finally there is the doctrine of interest as a means of maintaining discipline. This doctrine implies that a teacher should get his class so interested in doing what he wants it to do that it hasn't any inclination to do what it ought not to do. This doctrine is not the pernicious doctrine hinted at earlier in this chapter of cheapening everything into "easiness." Genuine interest may lead not only to effort, but to sacrifice. The boy who plays football does not play because of the ease of the game—he is fascinated by his interest in the struggle. Ample preparation and a complete understanding of pupils will make possible an interest that disciplines without any evidence of discipline. Surely thisis the modern doctrine of discipline, though with it should be coupled that wholesome respect for authority that prompts citizens to abide by the law.

No discussion of discipline would be complete which did not mention at least the significance of attitude on the part of one who disciplines. In so many cases when a boy is corrected he complains of the teacher,

"Oh, well, he's got it in for me."

It is always interesting to know whether a parent or teacher disciplines a child because the child needs it, or because the parent or teacher is unnerved and has to give expression to his feelings. The disciplinarian who can correct, when correction is necessary, both in firmness yet in fairness, so that the person who is corrected is made to feel that the correction grows out of a desire to help rather than merely to punish—that disciplinarian will exert an influence for good that is hard to estimate. He is both a friend and a benefactor.

Let us conclude this chapter with that wonderful passage from the Doctrine & Covenants which gives us the word of the Lord on this matter of controlling others:

"Behold, there are many called, but few are chosen. And why are they not chosen?"Because their hearts are set so much upon the things of this world, and aspire to the honors of men, that they do not learn this one lesson—"That the rights of the Priesthood are inseparably connected with the powers of heaven, and that the powers of heaven cannot be controlled nor handled only upon the principles of righteousness."That they may be conferred upon us, it is true; but when we undertake to cover our sins, or to gratify our pride, our vain ambitions, or to exercise control, or dominion, or compulsion, upon the souls of the children of men, in any degree of unrighteousness, behold, the heavens withdraw themselves; the Spirit of the Lord is grieved; and when it is withdrawn, Amen to the Priesthood, or the authority of that man."Behold! ere he is aware, he is left unto himself, to kick against the pricks; to persecute the Saints, and to fight against God."We have learned, by sad experience, that it is the nature and disposition of almost all men, as soon as they get a little authority, as they suppose, they will immediately begin to exercise unrighteous dominion."Hence many are called, but few are chosen."No power or influence can or ought to be maintained by virtue of the Priesthood, only by persuasion, by long suffering, by gentleness, and meekness, and by love unfeigned;"By kindness, and pure knowledge, which shall greatly enlarge the soul without hypocrisy, and without guile;"Reproving betimes with sharpness, when moved upon by the Holy Ghost, and then showing forth afterwards an increase of love toward him whom thou hast reproved, lest he esteem thee to be his enemy;"That he may know that thy faithfulness is stronger than the cords of death;"Let thy bowels also be full of charity towards all men, and to the household of faith, and let virtue garnish thy thoughts unceasingly, then shall thy confidence wax strong in the presence of God, and the doctrine of the Priesthood shall distil upon thy soul as the dews from heaven."The Holy Ghost shall be thy constant companion, and thy sceptre an unchanging sceptre of righteousness and truth, and thy dominion shall be an everlasting dominion, and without compulsory means it shall flow unto thee forever and ever." (Doc. & Cov., Sec. 121:34-46.)

"Behold, there are many called, but few are chosen. And why are they not chosen?

"Because their hearts are set so much upon the things of this world, and aspire to the honors of men, that they do not learn this one lesson—

"That the rights of the Priesthood are inseparably connected with the powers of heaven, and that the powers of heaven cannot be controlled nor handled only upon the principles of righteousness.

"That they may be conferred upon us, it is true; but when we undertake to cover our sins, or to gratify our pride, our vain ambitions, or to exercise control, or dominion, or compulsion, upon the souls of the children of men, in any degree of unrighteousness, behold, the heavens withdraw themselves; the Spirit of the Lord is grieved; and when it is withdrawn, Amen to the Priesthood, or the authority of that man.

"Behold! ere he is aware, he is left unto himself, to kick against the pricks; to persecute the Saints, and to fight against God.

"We have learned, by sad experience, that it is the nature and disposition of almost all men, as soon as they get a little authority, as they suppose, they will immediately begin to exercise unrighteous dominion.

"Hence many are called, but few are chosen.

"No power or influence can or ought to be maintained by virtue of the Priesthood, only by persuasion, by long suffering, by gentleness, and meekness, and by love unfeigned;

"By kindness, and pure knowledge, which shall greatly enlarge the soul without hypocrisy, and without guile;

"Reproving betimes with sharpness, when moved upon by the Holy Ghost, and then showing forth afterwards an increase of love toward him whom thou hast reproved, lest he esteem thee to be his enemy;

"That he may know that thy faithfulness is stronger than the cords of death;

"Let thy bowels also be full of charity towards all men, and to the household of faith, and let virtue garnish thy thoughts unceasingly, then shall thy confidence wax strong in the presence of God, and the doctrine of the Priesthood shall distil upon thy soul as the dews from heaven.

"The Holy Ghost shall be thy constant companion, and thy sceptre an unchanging sceptre of righteousness and truth, and thy dominion shall be an everlasting dominion, and without compulsory means it shall flow unto thee forever and ever." (Doc. & Cov., Sec. 121:34-46.)

Questions and Suggestions—Chapter XXII

1. What constitutes good discipline?

2. What factors contribute to make discipline a real problem in our Church?

3. Discuss our attitude toward discipline today as compared with the attitude toward it a generation ago.

4. Name the various methods of securing discipline.

5. Discuss their relative values.

6. Why is the teacher's attitude so important a factor in discipline?

7. What qualities are involved in the proper attitude?

8. Discuss preparation in its bearing upon discipline.

Helpful References

Doctrine & Covenants; Bagley,School Discipline; O'Shea,Everyday Problems in Teaching; Brumbaugh,The Making of a Teacher; Dewey,Interest and Effort in Education.

Outline—Chapter XXIII

The "pull" of a good class.—The appeal of an attractive classroom.—Making it "our room."—The teacher and class spirit.—Capitalizing on the leadership of the class.—Stimulating free participation.—Out of class activities.—Some possibilities.

There is a "pull" to certain classes—a pull that has all the force of a magnet. Pupils not only go to such a class willingly, but anticipate with pleasure the approach of the recitation hour. When duty is coupled with pleasure, there is a force for righteousness that is beyond measure. Of the various factors that contribute to the creation of a class spirit, the following are offered as being among the most helpful.

1.An Attractive Classroom.While it is true that most of the organizations in the Church do not have surplus funds for beautifying their buildings, and while it is equally true that many a good lesson has been conducted on the dirt floors of long cabins, it is equally true that rooms can be beautified, and that pleasant surroundings can be made a potent force in holding to our organizations the men and women and boys and girls of the Church. Of course, elaborate, expensive decorations ought to be discouraged. Simplicity always is more consistent with the spirit of worship than is extravagance. But contrast the difference in effect on children of a bare, untidy, makeshift room as against a cozy room decorated with a few beautiful pictures or draperies and made homelike with comfortable seats and tidy arrangement.

Nor is any great expense involved. The writer recalls visiting a kindergarten class in one of the schools in SaltLake County. The ward authorities had not been asked for a dollar to fit up the room, and yet it had one of the "homiest" atmospheres imaginable. The teacher of the class, in addition to having an interest in the class, had an artistic temperament. She had collected through a number of years the most beautiful pictures that had appeared in the magazines. These in their home-made frames transformed the walls of her room into a veritable art gallery—wherever the eye of the visitor rested, it was greeted by a picture that, through its beauty, drove home an appreciation of the finer things of life. The children, too, had been stimulated to a pride in their room. They had brought in the available old rags from their homes and, as the result of a Sunday School entertainment which they had put on with the co-operation of the other departments of the school, they had had the rags woven into one of those cheerful, old-fashioned home-made carpets. It was perfectly clear that the children took delight in going to this "their room" each Sunday morning. Their pride prompted them to take care of what they regarded as their room, and made for a spirit of quiet and good order hard to surpass.

During the course in teacher-training at Provo, last summer, one of the members of the class courteously took the pains to see that a bouquet of flowers adorned the teacher's desk each day that the class met. It is impossible to estimate the effect of those flowers. Their beauty, coupled with the thoughtfulness that brought them in, made for a "fragrance of spirit" that exerted a remarkable influence.

Once the idea becomes established, pupils will take delight in making their classroom a place in which they will love to meet.

2.The Teacher.We have already discussed at length the personality of the teacher and its force in teaching. Weneed only emphasize the fact here that the magnetism of the teacher, either through what he is or what he gives, is the one great factor that makes for class spirit. The class inevitably reflects the attitude of the man who directs it. He must radiate enthusiasm before it can be caught by his pupils. His inspiration in making them feel that their class is "the one class" of an organization is only too gladly responded to by those whom he teaches. If he impresses the class with the fact that he joins with them because he loves so to do rather than because he has a duty to perform—if he makes suggestions in the interest of a better class—if he starts out by doing something himself by way of a contribution to the class and its spirit—he can be reasonably sure that his class will come more than half-way to join in his plans.

Not only his attitude is a vital factor—his preparation must be of the same enthusiastic type. A pupil of a very successful teacher in Salt Lake City recently made the remark, "I wouldn't think of missing Brother ——'s class. He gives me food for a week." Pressed as to the explanation of this enthusiasm, he added, "Brother —— is unique. He always attacks a subject in such a new and thorough way. He goes below the surface and really teaches us the Gospel." It is not strange, of course, that such advertising on the part of class members has built up an enrollment of some seventy-five pupils. Let us, then, remind ourselves that boys like a teacher

3.Capitalizing on the Leadership of the Class.Just as in every band of horses there is a leader, so there is inevery group of boys and girls. And as with the leaders, so with the followers. "Get the leaders," says a veteran horseman, "and you have all the rest." It is frequently the case that a teacher does not know intimately all of his pupils. Perhaps in many cases that teacher can know well a few of the outstanding leaders. He can well accompany them on hikes, can take them to a theatre, a ball game, or for a ride. If he wins them they become his lieutenants—they make his class. A word from him and these "under officers" lead the whole class to the desired reaction. "Take your leading pupils into your confidence and they will establish you in the confidence of all the rest." The experience is related of a teacher sent into southern Utah to take charge of a class of boys who had "dismissed" three teachers already, within the first half year of school. When the newcomer arrived, the air was full of rumblings as to what was to become of number four. He was variously cautioned to make an early departure, to go into school "armed" to "expect anything." But this particular teacher appreciated the fact that he was best armed when backed by the confidence and good will of his class. It was an easy matter to have pointed out for him "the meanest boy of the lot." This boy he sought out and found playing a game of horseshoe. Invited to take a place in the game, he entered the circle of the "outlaws" by winning decisively from their champion—"the meanest boy." To this boy, the new teacher was a "real fellow." Whatever he said, went! The word was circulated overnight among the boys of the town. The teacher already was master of the situation. "The meanest boy," instead of being the chief outlaw, now took pride in being chief lieutenant. Winning the leader won the group, and teacher number four not only stayed the year out, but was petitioned to come back a second year.As a matter of fact, he says, he taught school in that town for seven years.

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 hisclass. 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.

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 classdiscussions?

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.

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.

What was true in this case is inevitably true in the case of all real teachers. What a man is breathes a power of conversion that no force or argument can equal. Hence this concluding chapter—Conversion, the Real Test of Teaching.

First of all, we are concerned with the conversion of the teacher; secondly, with the conversion of the pupil. Theyare inseparably interwoven. Only the converted teacher can make converts of his pupils. And surely there is very great need of this very thing—the making of real converts of our boys and girlsthat they may come fully to appreciate the significance of the Gospel of Jesus Christ. Upon them rests the carrying forward of that great work which only theconversionof our pioneer forefathers could have achieved.

In the first place, the converted teacherbelieveswhat he teaches. There is no half-hearted attitude toward the subject in hand. To him it is both true and vital. He teaches with a positiveness and an assurance which grip pupils. What a difference between the speech in which a speaker merely makes certain observations—sets forth certain specified facts—and the speech in which those same facts are heightened by that glow of conviction which stamps them as indispensably essential to proper living. The prayer of a man who does not believe in prayer is an example of the emptiness of unbelief. There is one minister in Chicago who openly announces that God does not and can not answer the prayers of mankind. And yet he prays. And what mockery is his praying. Mere words. No man is ever touched by such an empty form. Such prayers have none of thatHeaven Forcewhich establishes communion with the Lord. Surely "They draw near me with their lips, but their hearts are far from me."

To everyone comes the experience of listening to the heavy phrases of him who would argue and harrangue his auditors into salvation. How his words seem not only to close their minds, but to shut their hearts as well. He fairly talks so loudly that they can't hear him. And then some humble follower of Him who shunned the orator's eloquence moves to tears the same audience by his simple utterance of what he knows and feels to be true. He addsthe conviction of conversion to mere "hard-headedness." When a man knows that which he teaches is true there is a spirit that gives power to what he says. "The letter killeth, but the spirit giveth life."

The experience of a Montana railroad executive gives force to this thought. He told one of our leaders how he had always been impressed with the achievements of our Church. In fact, he became such an admirer of the wonderful organization of the "Mormon" Church that he decided to adopt the same kind of organization in his railroad. To quote: "I thought if I could apply the same system up here that you have in the 'Mormon' Church it would work just the same for me as it did for you. I have copied its plan with the First Presidency, the Council of the Twelve, the Presiding Bishop, and all the other officers. I have tried it—but it wouldn't work for me." Only a Latter-day Saint can fully understand why.

And so the teacher who would become a converter must feel the truth of what he teaches so that a spirit of conviction extends from him to his class and so takes hold of the members that they, too, feel the truth of what he says. In short, the real teacher must have a testimony of the truthfulness of the Gospel of Jesus Christ. He must be caught up by that same spirit that opened the heavens to the Prophet Joseph Smith—only then can he really teach. The Lord has so revealed:

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