in confusion.

The principle of home-made illustrations referred to above applies
equally well to the section on The Teacher.

It is safe to say that each adult student in the class will remember
teachers who have excelled in the points enumerated by Dr. Brumbaugh.
The student should be encouraged to take a statement like that found
in paragraph 4, page 182, and say to himself: "Which of my teachers
was notably enthusiastic? How did this enthusiasm impress me? How did
it help him in teaching great truths?" These observations may
frequently need to be made quietly to the student's self. But they
will greatly help him to master the laws of teaching.

The School

Here is a section dealing with a concrete subject, and illustrations
will be within the range of vision of every one who is associated with
Sunday-school work. At the very outset there may be found those who
will take exception to many of the suggestions made, because they are
deemed to be impracticable in "our school." This attitude should be
firmly but patiently overcome. If discussion proves that the thing
suggested is undesirable, or that a better method may prevail, that is
a point worth making. But the argument that a thing is desirable but
"impossible" should have no footing in a teacher-training class. Let
the motto be, "If it ought to be, it can be."

The teacher may be inclined to skip a paragraph like that on The
Secretary. "Of what interest is that to me?" she may ask. The answer
is simple: No one is equipped to be a teacher who doesn't know the
school as a whole; and no one knows the school as a whole who doesn't
know it in its several essential parts. Only when the teacher knows
the secretary's duties, for instance, is that teacher prepared to see
how careful he should be in meeting his obligations to the secretary
in the line of the latter's official work. Each teacher should be
encouraged to study executive problems, such as those relating to the
superintendent and other officers, as if they were his own; and at
least he should discover his part as a teacher in helping the
executive officers to make the school a success.

In many localities sections of the class may visit other schools and
report back to the class upon the features in which these schools
excel. This offers a practical laboratory method for the concrete
teaching of these lessons. Of course, such visits should be made with
the knowledge and consent of the superintendent of t