#18.# The teacher must have a #purpose#, must see the end of the teaching process, and the way to that end. Then he should endeavor in the best way to reach that goal. The goal is to _achieve in the pupil the highest type of religious conduct_: not a religious feeling nor a religious thought system; but feeling and thought crystallized into character, the standard coin of the soul. All the efforts of the teacher must be directed to the attainment of this purpose. Otherwise the recitation will be aimless and the result failure. #19.# The teacher must have a #plan# of procedure in advance of the recitation. This plan he should map out carefully, and then on his knees ask God if it is the best plan. To plan carefully and then to execute skilfully is the prime test of teaching. This plan must include a study of each pupil as well as a study of each lesson. It is at this point that so many teachers go wrong. They seem to think that a knowledge of the lesson is the only preparation required. They overlook the fact that it is vastly more important _to know the pupil than it is to know the lesson_. Those that know the subject-matter only are scholars, not teachers. Those that add to their knowledge of the subject-matter a clear insight into the operations of their pupils' minds and also comprehend the fine art of fitting knowledge to the capacity of the learner, are the only real teachers. #20.# The teacher must be #ready to change his plan# if it does not meet the conditions that arise in the class; but this is a critical procedure, and only the wise teacher may follow it with success. The teacher must not allow pupils to lead him into by-paths. Here tact and skill are of use in leading the class to the teacher's will and to the teacher's plan. The teacher's will must be supreme in it all. I have seen great opportunities lost absolutely because a weak teacher allowed the lesson to drift at the caprice of a pupil instead of following a well-conceived plan. A group of boys once told me that they did not need to prepare the Sunday-school lesson because they always asked the teacher some questions at the opening of the recitation, and the teacher took the entire time to discuss the questions. The pupils, the while, sat in their places smiling at the weakness of a teacher who lacked the discernment necessary to be master of the situation. The time given to the legitimate work of instruction is all too brief to be wasted in any such senseless ways. #21.# The teacher must be alert and #lead the recitation#. This quality of leadership challenges interest and carries the pupil with a sweep of enthusiasm to the end. To lead most wisely is so to direct the current of thought as if it were not directed. The highest art in teaching is to conceal that art, to guide by suggestion and not by command.