Principles of Teaching | Page 8

as his colors
grow into life; the parent finds supreme joy in seeing himself "re-grow"
in his child; so the teacher delights to see his pupils build their lives on
the truths he has taught. The joy is doubly sweet if it is heightened by
an expression of appreciation on the part of the pupils. Few experiences
can bring the thrill of real happiness that comes to the teacher when a
former student, once perhaps a little inclined to mischief or carelessness,
takes him by the hand with a "God bless you for helping me find my
better self."
An officer of the British army, in recounting those experiences which
had come to him in the recent world war, and which he said he never
could forget, referred to one which more than compensated him for all
the effort he had ever put into his preparation for teaching. Because of
his position in the army it became his duty to discipline a group of boys
for what in the army is a serious offense. In that group was a boy who
had formerly been a pupil under the officer in one of our ward
organizations. Chagrin was stamped on the face of the boy as he came
forward for reprimand. Regret and remorse were in the heart of the
officer. They soon gave way to pride, however, as the boy assured him
that worse than any punishment was the humiliation of being brought
before his own teacher, and he further assured him that never again
would he do a thing that would mar the sacred relations of pupil and
teacher.
A further compensation attached to teaching is that of inspirational
companionship. It is a blessed privilege to enjoy the sunshine of youth.
Every pupil contributes an association with one of God's choice spirits.
To live and work with children and adolescents is one of the finest of
safeguards against old age. The teacher not only partakes of the joy of
his group--they constitute him a link between his generation and theirs.
Their newness of life, their optimism, their spontaneity, their joy, they

gladly pass on to their teacher.
Moreover, the teacher enjoys the uplifting associations of his fellow
teachers. Among those consecrated to a noble service, there is a spirit
unknown to him who has not enjoyed such communion. Whether he is
conscious of it or not, the teacher responds to the pull of such a group.
Scores of teachers have testified that the associations they have enjoyed
as members of a local board, stake board, or general board, are among
the happiest of their lives.
And finally there is the contentment of mind that comes as a result of a
duty well done. The human soul is so constituted that any task well
performed brings a feeling of satisfaction, and this is doubly heightened
when the duty performed is of the nature of a free will offering. Still
more so when it is shared in by others to their blessing. Just as we hope
for an eventual crowning under the blessing, "Well done, thou good
and faithful servant," so we treasure those benedictions along the way
that attend the discharge of a sacred obligation.
* * * * *
QUESTIONS AND SUGGESTIONS--CHAPTER III
1. Quote some of the promises of the Lord to those who do His will.
2. How is teaching one of the surest guarantees of the blessings of
eternal life?
3. What are the immediate joys attached to teaching?
4. Discuss the application to teaching of the truth--"He who loses his
life shall find it."
5. What types of companionship are assured him who teaches?
6. As you now recall them, what distinct pleasures stand out in your
teaching experience?
7. Discuss Section 76 of the Doctrine & Covenants as one of the most

valuable promissory notes ever given to mankind.
8. Discuss the force of a duty done as a guarantee of joy.
HELPFUL REFERENCES
Doctrine and Covenants: Slattery, _Living Teachers_; Sharp,
_Education for Character_; Weigle, _Talks to Sunday School
Teachers_; Betts, How to Teach Religion.
CHAPTER IV
PERSONALITY
OUTLINE--CHAPTER IV
The worth of a great teacher.--Good teachers not necessarily
born.--Some boys' observations on teachers.--A high school
survey.--Clapp's Essential Characteristics.--Betts' Three Classes of
Teachers.--His list of qualities.
"A great teacher is worth more to a state, though he teach by the
roadside, than a faculty of mediocrities housed in Gothic
piles."--Chicago Tribune, September, 1919.
We may stress the sacred obligation of the teacher; we may discuss in
detail mechanical processes involved in lesson preparation; we may
analyze child nature in all of its complexity; but after all we come back
to the Personality of the Teacher as the great outstanding factor in
pedagogical success. That something in the man that grips people!
Very generally this Personal Equation