cy and dispatch. He should develop a quickening concern for
the welfare of his classmates and foster a wholesome support to the
class as an organization. It is not always the lesson taught but the
spirit that rules during the lesson that wins the young spirit to
adoration and service.

#33. Regularity and Promptness.#--The early acquisition of the habits
of regularity and promptness in attendance are virtues of no mean
moment in the life of the learner. Whatever may be legitimately done
to promote these habits is worthily done. An essential part of the
discipline of life lies in acquiring dependable habits. It is the
systematic attendance upon the Sunday-school that at last leads the
pupil to say again, "I was glad when they said unto me, Let us go unto
the house of Jehovah." Some unique and valuable exercise at the
opening of the recitation, occupying but a minute or two of time, will
often prove of great value. I have headed this chapter, "What the
pupil should do," because it is not what the pupil thinks, nor what he
says, that is of greatest moment. It is his conduct in the class and
his conduct during the week in home, in school, in play, that tests
most directly the value of the teaching he receives. The focus of
teacher concern is not what the pupil learns, but what the pupil does;
not thought, but conduct; not theory, but practise; not ideas, but
acts; not ability to answer questions, but ability to live a clean,
sweet, quiet Christian life. All teaching that falls short of this
goal is unworthy teaching. The supreme test of teaching, laid down by
the Master, is that we should do the will of our Father that is in
heaven.

Test Questions

1. Whose fault is it, generally, if the pupil fails to do what he
ought in the class?

2. What four things help to the pupil's willing approach to the
lesson?

3. In what ways may a pupil prepare for the lesson period?

4. How may the pupil be spared a division of interest?

5. What should be the pupil's attitude and bearing during the
recitation?

6. What should be the real focus of the teacher's concern about the
pupil?

Lesson 5

What Teaching Is

#34. Teaching Defined.#--The Sunday-school teacher as much as any
other teacher should understand clearly what teaching is. Teaching is
not telling, and no amount of talking to the pupil can be considered
as teaching. Teaching is not determined by anything that happens
outside the pupil, but by the action