A little girl when questioned why she liked her Sunday School teacher said, "Oh, she always smiles at me and says, hello." There is contagion in the cheeriness of a smile that cannot be resisted. Children live so naturally in an atmosphere of happiness and fun that teachers of religious instruction may well guard against making their work too formally sober. Frequently teachers feel the seriousness of their undertaking so keenly that they worry or discipline themselves into a state of pedagogical unnaturalness. There is very great force behind the comment of the student who appreciated the teacher who could be human. The experience is told of a teacher who continued to have difficulty with one of her pupils. He so persisted in violating regulations that he was kept in after school regularly, and yet after school hours he was one of the most helpful lads in the school; in fact, he and the teacher seemed almost chummy. Struck by the difference in his attitude, the teacher remarked to him one afternoon, as he went about cleaning the blackboard, "Jimmie, I have just been wondering about you. You're one of my best workers after school--I can't understand how you can be so different during school hours and after." "Gee, that's funny," put in Jimmie, "I was just thinking the same thing about you." To be cheerful without being easy is a real art. Liberty is so often converted into license, and a spirit of fun so easily transformed into mischief and disorder. And yet cheerfulness is the great key to the human heart. An attitude of looking for the good in pupils will lead to a response of friendliness on their part which is the basis of all teaching. 4. SCHOLARLY ATTITUDE If a teacher would cultivate an appetite for learning among his pupils he must himself hunger for knowledge. Most young people will "take intellectually if sufficiently exposed." A scholarly attitude implies first of all a growing mastery of subject matter. To quote an eminent writer on religious education, "A common bane of Sunday school teaching has been the haziness of the teacher's own ideas concerning the truths of religion." Fancy the hostess who would invite her guests to a dinner, and upon their arrival indicate to them that she had made only vague plans to receive them. No special place for their wraps, no entertainment for their amusement, and then fancy her asking them to sit down to a warmed-up conglomeration of left-overs. Of course, it is only in fancy that we can imagine such a service. Yet reports frequently indicate that there are class recitations, intellectual banquets, for which the preparation has been about as meagre as that indicated. Surely he who would feast others upon His word should prepare unceasingly. Let us keep in mind the comment--"We like the fellow who tells us something new."