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Page 9
The teacher of religion should therefore ask himself: "What is my
craftsmanship in instruction? Do I know how to _present_ this material
so that it will take hold upon my class? Do I know the technique of the
recitation hour, and the principles of good teaching? Have I read what
the scholars have written and what the experience of others has to teach
me. Have I definitely planned and sought for skill? Is my work in the
classroom the best that I can make it?"
The teacher must continuously be a student.--The successful teacher of
religion must, therefore, be a student. He must continually grow in
knowledge and in teaching power. There is no possibility of becoming
"prepared" through the reading of certain books and the pursuit of
certain courses of study and then having this preparation serve without
further growth. The famous Dr. Arnold, an insatiable student until the
day of his death, when asked why he found it necessary to prepare for
each day's lessons, said he preferred that his pupils "should drink from
a running stream rather than from a stagnant pool." This, then, should
be the teacher's standard: _A broad background of general preparation,
constant reading and study in the field of religion and religious
teaching, special preparation for each lesson taught_.
The churches of each community should unite in providing a school for
teacher training. Where the community training school cannot be
organized, individual churches should organize training classes for
their teachers. Such schools and classes have been provided in hundreds
of places, and the movement is rapidly spreading. Wherever such
opportunities are available the best church school teachers are flocking
to the classes and giving the time and effort necessary to prepare for
better service.
Even where no organized training classes are at present available, the
earnest teacher can gain much help from following an organized course of
reading in such lines as those just given. Excellent texts are available
in most of these fields.
The reward.--One deep and abiding satisfaction may come to the teacher
who feels the burden of reaching the standards set forth in this lesson.
_It is all worth while_. Some make the mistake of charging against
their task all the time, effort and devotion that go into preparing
themselves as teachers of religion. But this is a false philosophy. For
_a great work greatly performed leaves the stamp of its greatness on the
worker_. All that we do toward making out of ourselves better teachers
of childhood adds to our own spiritual equipment. All the study, prayer,
and consecration we give to our work for the children returns a
hundredfold to us in a richer experience and a larger capacity for
service.
1. Recall several teachers whom you remember best from your own
pupil days, and see whether you can estimate the qualities in their
character or teaching which are responsible for the lasting
impression.
2. Are you able to determine from the character chart which are
your strongest qualities? Which are your weakest qualities? Just
what methods are you planning to use to improve your personality?
3. In thinking of your class, are you able to judge in connection
with different ones on what qualities of character they most need
help? Are you definitely seeking to help on these points in your
teaching?
4. Do you think that church-school teachers could pass as good an
examination on what they undertake to teach as day-school teachers?
Are the standards too high for day-school teachers? Are they high
enough for church-school teachers?
5. Have you seen Sunday-school teachers at work who evidently did
not know their Bibles? Have you seen others who seemed to know
their Bibles but who were ignorant of childhood? Have you seen
others whose technique of teaching might have been improved by a
little careful study and preparation? Are you willing to apply
these three tests to yourself?
FOR FURTHER READING
Palmer, The Ideal Teacher.
Hyde, The Teacher's Philosophy.
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