get it? Are there any particular ones who are less
attentive than the rest? If so, can you discover the reason? The
remedy?

2. To what extent do you find it necessary to appeal to involuntary
attention? If you have to make such an appeal do you seek at once
to make interest take hold to retain the attention?

3. What measures are you using to train your pupils in the giving
of voluntary attention when this type is required? When _is_
voluntary attention required?

4. How completely are your pupils usually interested in the
lessons? As the interest varies from time to time, are you studying
the matter to discover the secret of interest on their part. In so
far as interest fails, which of the factors discussed in the
section on interest in this chapter are related to the failure? Are
there still other causes not mentioned in this chapter?

5. What distractions are most common in your class? Can you discover
the cause? The remedy? Do you have any unruly pupils? If so, have
you done your best to win to attention and interest? Have you the
force and decision necessary to bring the class well under control?

6. What do you consider your chief danger points in teaching? Would
it be worth while for you to have some sympathetic teacher friend
visit your class while you teach, and then later talk over with you
the points in which you could improve?

FOR FURTHER READING

Bagley, Class Room Management.

Betts, The Recitation.

Maxwell, The Observation of Teaching.

Strayer and Norsworthy, How to Teach.

Weigle, The Pupil and the Teacher.

CHAPTER X

MAKING TRUTH VIVID

Life is a great unbreakable unity. Thought, feeling, and action belong
together, and to leave out one destroys the quality and significance of
all. Religious growth and development involve the same mental powers
that are used in the other affairs of life. The child's training in
religion can advance no faster than the expansion of his grasp of
thought and comprehension, the deepening of his emotions, and the
strengthening of his will.

It follows from this that religious instruction must call for and use
the same activities of mind that are called for in other phases of
education. Not only must the feelings be reached and the emotions
stirred, but the child must be taught to _think_ in his religion. Not
only must trust and fait