hile the teacher should have his _plan book_ at hand
in the recitation, he must not become its slave, nor allow its use to
kill spontaneity and responsiveness in his teaching. Both the subject
matter and the day's plan should be so well mastered that no more than
an occasional glance at the details in the plan book will be required.
Nothing must be allowed to come between the teacher's best personality
and his class.

1. Have you heard lectures, sermons, or lessons which were
constructed after the haphazard plan? Were they easy to follow and
to remember? Did they develop a line of thought in a successful
way? Do you think that the haphazard type of organization indicates
either lack of preparation or lack of ability?

2. Do you definitely try to organize your daily lesson material on
a psychological plan? How can you tell whether you have succeeded?
Are you close enough to the minds and hearts of your pupils so that
you are able to judge quite accurately the best mode of approach in
planning a lesson?

3. Do you study the lesson helps provided with your lesson
material? Do you find them helpful? If you find that they are not
well adapted to your particular class, have you the ability to make
the suggestions over to fit your class?

4. Do you make a reasonably complete and wholly definite lesson
plan for each lesson? Do you keep a plan book, so that you may be
able to look back at any time and see just what devices you have
used? If you have not done this, will you not start the practice
now?

5. What type of lesson material do you use, uniform, graded, or
textbook? Are you acquainted with other series or material for the
same grades? Would it not be worth your while to secure
supplemental material of such kinds?

6. Do you read a journal of Sunday school method dealing with
problems of your grade of teaching? If day-school teachers find it
worth while to read professional journals, do not church-school
teachers need their help as much? If you do not know what journals
to secure, your pastor can advise you.

FOR FURTHER READING

Strayer, A Brief Course in the Teaching Process, chapter XVI.

Betts, Class Room Method and Management, chapter VIII.

Earhart, Types of Teaching.

CHAPTER IX

THE TECHNIQUE OF TEACHING

Our teaching must be made to stick. None but