2. Name the qualities that made the Savior the _Great Teacher_. 3. If you had to choose between a fairly capable but humble teacher, and a very capable but conceited one, which one would be your choice? Why? 4. What is your argument against the idea, "Teachers are born, not made"? 5. Discuss the relative significance of the qualities quoted from Betts. HELPFUL REFERENCES O'Shea, _Every-day Problems in Teaching_; Betts, _How to Teach Religion_; Brumbaugh, _The Making of a Teacher_; Palmer, _The Ideal Teacher_; Slattery, _Living Teachers_; Weigle, _Talks to Sunday School Teachers_. CHAPTER V PERSONALITY OUTLINE--CHAPTER V The six major qualities:--a. Sympathy.--b. Sincerity.--c. Optimism.--d. Scholarly attitude.--e. Vitality.--f. Spirituality. To set about to cultivate separate qualities would be rather a discouraging undertaking. As a matter of fact, many of the characteristics named really overlap, while others are secondary in importance. For practical purposes let us enlarge upon five or six qualities which everyone will agree are fundamental to teaching success. The class in Teacher Training, at the Brigham Young University, in the summer of 1920, named these six as the most fundamental: 1. Sympathy. 2. Sincerity. 3. Optimism. 4. Scholarly attitude. 5. Vitality. 6. Spirituality. No attempt was made to set them down in the order of relative importance. 1. SYMPATHY This is a very broad and far-reaching term. It rests upon experience and imagination and involves the ability to live, at least temporarily, someone else's life. Sympathy is fundamentally vicarious. Properly to sympathize with children a man must re-live in memory his own childhood or he must have the power of imagination to see things through their eyes. Many a teacher has condemned pupils for doing what to them was perfectly normal. We too frequently persist in viewing a situation from our own point of view rather than in going around to the other side to look at it as our pupils see it. It is no easy matter thus "to get out of ourselves" and become a boy or girl again, but it is worth the effort. Along with this ability at vicarious living, sympathy involves an interest in others. Sympathy is a matter of concern in the affairs of others. The rush and stir of modern life fairly seem to force us to focus our attention upon self, but if we would succeed as teachers, we must make ourselves enter into the lives of our pupils out of an interest to see how they conduct their lives, and the reasons for such conduct. Coupled with this interest in others and the imagination to see through their eyes, sympathy involves a desire to help them. A man may have an interest in people born out of mere curiosity or for selfish purposes, but if he has sympathy for them, he must be moved with a desire to help and to bless them.