(3) _As a Teacher._ Teaching requires more than the possession of an abundant store of information upon any subject. He is not a teacher who simply pours forth upon the ears of his pupils an undigested mass of facts, however valuable those facts may be. The true teacher after large preparation assorts his material, and selects such matter as is appropriate to his own class. This he arranges in a form to be readily received, thoroughly comprehended, and easily remembered. He comes before his class with the fixed purpose that every pupil shall carry away with him a knowledge of the lesson, and shall not forget it. He must awaken the pupil's attention; for talking to an inattentive group of people accomplishes no more than preaching to tombstones in a graveyard. He must obtain the coöperation of the pupil's interest, and induce him to think upon the subject. He must call forth from his pupil some expression of his thought in language, for one is never sure of his knowledge until he has shaped it into words; and that which the pupil has stated he is much surer to remember than that which he has merely heard. Teaching, then, involves (1) selection of material, (2) adaptation of material, (3) presentation of truth, (4) awakening thought, (5) calling forth expression, (6) fixing knowledge in the memory. (4) _As a Disciple._ It is the teacher's task not only to impart to his scholars valuable information about the Bible, about God, about Christ, and about salvation; but, far more than imparting an intellectual knowledge, to bring the living word into relation with living souls, to inspire a fellowship of his pupils with God, to have Christ founded within them, to make salvation through Christ their joyous possession. Nor is his work as a working disciple accomplished when all his scholars have become Christians in possession and profession, and members of Christ's Church. By his example and his teachings he should lead them to efficient service for Christ in the church, in the community, and in the state. There is work for every member in the church, and work for everyone possessing the spirit of Christ in the community. Whatever may have been the type of a saint in the twelfth century, or in the sixteenth, or even in the early nineteenth century, in these stirring, strenuous years of the twentieth century the disciple of Christ is a man among men or a woman among women, active in the effort to make the world better, and to establish in his own village, or town, or ward of the city, the kingdom of heaven on earth. To inspire his scholars for such labors, and to lead them, is the supreme opportunity and work of the teacher. FOOTNOTE: [11] For detailed methods and plans, see the volume of this series on The Training of Sunday School Teachers. XV THE CONSTITUENCY OF THE SUNDAY SCHOOL