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 class. Such intimate knowledge is the result of personal contact when no barriers of class 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 associate 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 password to the calling of teacher. The teacher conducts a class 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