How to Teach Religion | Page 5

is no possibility, of course, of making a list of
all the qualities that enter into our personalities. Nor would it be
possible to trace all the multiform ways in which these qualities may
combine in our characters. It is worth while, however, to consider a few
of the outstanding traits which take first place in determining our
strength or weakness, and especially such as will respond most readily
to conscious training and cultivation. Such a list follows. Each 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 æsthetic 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