How to Teach Religion | Page 5

quality may serve as a goal both for our own development and for the training of our pupils.
POSITIVE QUALITIES NEGATIVE QUALITIES
1 Open-minded, inquiring, broad Narrow, dogmatic, not hungry for truth
2 Accurate, thorough, discerning Indefinite, superficial, lazy
3 Judicious, balanced, fair Prejudiced, led by likes and dislikes
4 Original, independent, resourceful Dependent, imitative, subservient
5 Decisive, possessing convictions Uncertain, wavering, undecided
6 Cheerful, joyous, optimistic Gloomy, morose, pessimistic, bitter
7 Amiable, friendly, agreeable Repellent, unsociable, disagreeable
8 Democratic, broadly sympathetic Snobbish, self-centered, exclusive
9 Tolerant, sense of humor, generous Opinionated, dogmatic, intolerant
10 Kind, courteous, tactful Cruel, rude, untactful
11 Tractable, cooperative, teachable Stubborn, not able to work with others
12 Loyal, honorable, dependable Disloyal, uncertain dependability
13 Executive, forceful, vigorous Uncertain, weak, not capable
14 High ideals, worthy, exalted Low standards, base, contemptible
15 Modest, self-effacing Egotistical, vain, autocratic
16 Courageous, daring, firm Overcautious, weak, vacillating
17 Honest, truthful, frank, sincere Low standards of honor and truth
18 Patient, calm, equable Irritable, excitable, moody
19 Generous, open-hearted, forgiving Stingy, selfish, resentful
20 Responsive, congenial Cold, repulsive, uninviting
21 Punctual, on schedule, capable Tardy, usually behindhand, incapable
22 Methodical, consistent, logical Haphazard, desultory, inconsistent
23 Altruistic, given to service Indifferent, not socially-minded
24 Refined, alive to beauty, artistic Coarse, lacking ?sthetic quality
25 Self-controlled, decision, purpose Suggestible, easily led, uncertain
26 Good physical carriage, dignity Lack of poise, ill posture, no grace
27 Taste in attire, cleanliness, pride Careless in dress, frumpy, no pride
28 Face smiling, voice pleasing Somber expression, voice unpleasant
29 Physical endurance, vigor, strength Quickly tired, weak, sluggish
30 Spiritual responsiveness strong Spiritually weak, inconstant, uncertain
31 Prayer life warm, satisfying Prayer cold, formal, little comfort
32 Religious certainty, peace, quiet Conflict, strain, uncertainty
33 Religious experience expanding Spiritual life static or losing force
34 God a near, inspiring reality God distant, unreal, hard of approach
35 Power to win others to religion Influence little or negative
36 Interest in Bible and religion Little concern for religion and Bible
37 Religion makes life fuller and richer Religion felt as a limitation
38 Deeply believe great fundamentals Lacking in foundations for faith
39 Increasing triumph over sin Too frequent falling before temptation
40 Religious future hopeful Religious growth uncertain
It is highly instructive for one to grade himself on this list of qualities; or he may have his friends and associates grade him, thus getting an estimate of the impression he is making on others. Teachers will find it well worth while to attempt to grade each of their pupils; for this will give a clearer insight into their strengths and weaknesses, and so indicate where to direct our teaching. Mark each separate set of qualities on the scale of 10 for the highest possible attainment. If the strength of the positive qualities of a certain set (as in No. 10) can be marked but 6, then the negative qualities of this set must carry a mark of 4.
THE TEACHER'S BACKGROUND OF PREPARATION
One can never teach all he knows. Dr. John Dewey tells us that the subject matter of our instruction should be so well mastered that it has become second nature to us; then when we come to the recitation we can give our best powers of thought and insight to the _human element_--seeking to understand the boys and girls as we teach them.
Our knowledge and mastery must always be much broader than the material we actually present. It must be deeper and our grasp more complete than can be reached by our pupils. For only this will give us the mental perspective demanded of the teacher. Only this will enable our thought to move with certainty and assurance in the field of our instruction. And only this will win the confidence and respect of our pupils who, though their minds are yet unformed, have nevertheless a quick sense for mastery or weakness as revealed in their teacher.
A danger confronted by teachers in church schools.--Teachers in our church schools are at a disadvantage at this point. They constitute a larger body than those who teach in the day schools, yet the vast army who teach our children religion receive no salaries. They are engaged in other occupations, and freely give their services as teachers of religion with no thought of compensation or reward. The time and enthusiasm they give to the Sunday school is a free-will offering to a cause in which they believe. All this is inspiring and admirable, but it also contains an element of danger.
For it is impossible to set up scholastic and professional standards for our teachers of religion as we do for the teachers in our day schools. The day-school teacher, employed by the state and receiving public funds, must go through a certain period of training for his position. He must pass examinations in the subject matter he is to teach, and in his professional fitness for the work of the teacher. He must have a certificate granted by responsible authorities before he can enter the schoolroom. He must show