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would only meet its own destruction. Heart-rule is Mob-rule the world over. Over the Heart must stand the Head, and so over the fire in the engine sits the engineer with his hand upon the lever. And still he may say, "If I open that lever, the engine will go." But he may never open it. There may be no connection between right-feeling and right-thinking. A lesson may be taught in the school which stirs the pupil and which gives him intellectual material, but it may never function in his life. A congregation may hear a stirring missionary address. They may learn a considerable amount about the mission field, but the connection may not be made which will secure an adequate collection. As Dr. Duhring puts it facetiously: "The dead Indian may drop into the plate, instead of the live Goddess of Liberty," the copper penny in place of the silver coin. There should be the parallelogram of forces, right-feeling plus right-thinking, the resultant right-doing, i.e., character. And so the engineer pulls over the lever and the engine goes out upon the track, pulling the train after it. The feelings, the emotions in life correspond to the push given to the coasting-bob upon the hill, the starter to set it going. After the start comes the intellectual guidance, and the combination of the two gives the result. These three elements-intellect, feeling, and will-should characterize all Education. Without all three, any lesson is but partially taught.

An Ideal of Education Needful for Good Work.

Every Teacher must have some definite ideal before he begins the work of religious education; otherwise he works to no purpose. Professor Page has used the illustration of the sculptor, freeing the exquisite statue from the uncarved block of marble, an image standing out clear and life-like to him before ever he touches the block with his chisel. Knowing beforehand precisely what he wants, he directs each stroke with consummate skill, making no mistakes, pruning off no chips that might mar his finished work. But the pseudo-artist, the bungler, cuts where he should not, and leaves many a rough protuberance of unsightly deformity. The one sees his ideal of beauty before it is liberated from the stone. The other only knows perfection when it is presented to him, having no conception to guide him in its production. The Sunday School Teacher who sets to work to

produce a fully developed Character, will watch every opportunity of right influence, or right teaching, or right subjectmatter, or right method, bringing to his aid all the correlated secular and home influence, which will assist in developing right principles in the child's social, moral, and spiritual natures.

QUESTIONS FOR THOUGHT AND DISCUSSION.

[SUGGESTED BY PROF. HUBBELL.]

1. What Aim would you set for Sunday School Teaching? For Education?

2. Discuss the Essentials of a Character "efficient for good."

3. "Education is self-evolution." Explain.

4. Why is it that some religious persons are very unpleasant in their own homes?

5. When you give a Sunday School Lesson, are you meeting a need of the child's nature? Does he think so? Why or why not?

PART II.

The Teacher, His Character and Training

The Who of Teaching

CHAPTER II.

THE TEACHER'S WORK.

SUGGESTED READINGS.

THE SUNDAY SCHOOL TEACHER. Hodges.

THE TRAINING OF THE TWIG. Drawbridge. Chap. VIII.
THE TEACHER THAT TEACHES. Wells. Chaps. I. and III.
UP THROUGH CHILDHOOD. Hubbell. pp. 77-108.

SOME SILENT TEACHERS. Harrison.

THE PLACE AND FUNCTION OF THE SUNDAY SCHOOL.

Paret.

THE TEACHER AND THE CHILD. Mark. pp. 134-154.
THE THEORY AND PRACTICE OF TEACHING. Thring. Chap. X.
TEACHING AND TEACHERS. Trumbull. pp. 352-377.
*UNCONSCIOUS TUITION. Huntington.

CHARACTER BUILDING. Coler. Preface to p. 34.
TALKS WITH TEACHERS. Mayo.

pp. 19-21.

THE THEORY AND PRACTICE OF TEACHING. Page. pp. 36-65.
FOUNDATION PRINCIPLES OF EDUCATION. Moore. pp. 18-24.
THE MAKING OF CHARACTER. MacCoun. Chaps. III.-IX.
BIBLE CLASSES. See. p. 16-

CHURCHMAN'S MANUAL. Butler. pp. 204

The Teacher and the Child.

In all Education there are three factors to be considered: (1) the Teacher, (2) the Child, (3) the Material. We need to examine each of these very carefully. The study of the Teacher belongs generally with the principles of teaching, the so-called pedagogy or educational psychology. The study of the Child takes up the elements of Child-Study and the working application of Child-Psychology, sometimes called Genetic Psychology.

The Teacher.

The best definition of the function of the Teacher has been given by Thring: "A Teacher is one who has Liberty enough, and Time enough, and Heart enough, and Head enough to be a Master in the Kingdom of Life." "A Master in the Kingdom of Life"-think of it! The most important work in the entire Church to-day is the work of the Sunday School Teacher. If

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