this matter. He must go
to his class with the resolute determination of making every scholar
feel his presence all the time. The moment any scholar shows that the
consciousness of his teacher's presence is not on his mind, as a
restraining power, something is wrong. The first step towards producing
that consciousness, as an abiding influence on the minds of the
scholars, is for the teacher to determine in his own mind and bring it
about. Without being arrogant, without being dictatorial, without being
or doing anything that is disagreeable or unbecoming, he must yet make
up his mind to put forth in the class a distinct power of
self-assertion. He must determine to make them feel that he is there,
that he is there all the time, that he is there to every one of them.

In the next place, the teacher must not disappoint the attention which
his manner has challenged. He must have something valuable to
communicate to the expectant minds before him. He must be thoroughly
prepared in the lesson, so that the pupils shall feel that they are
learning from him. His lips must keep knowledge. The human heart thirsts
for knowledge. This is one of its natural instincts. It is indeed often
much perverted, and many are to be found who even show aversion to being
instructed. Yet the normal condition of things is otherwise, and nothing
is more common than to see children hanging with fondness around any one
who has something to tell them. Let the teacher then be sure to have
something to say, as well as determined to say it.

In the third place, the teacher must have his knowledge perfectly at
command. It must be on the tip of his tongue. If he hesitates, and stops
to think, or to look in his book for the purpose of hunting up what he
has to tell them, he will be very apt to lose his chance. Teaching
children, particularly young children, is like shooting birds on the
wing. The moment your bird is in sight, you must fire. The moment you
have the child's eye, be ready to speak. This readiness of utterance is
a matter to be cultivated. The ripest scholars are often sadly deficient
in it. The very habit of profound study is apt to induce the opposite
quality to readiness. A teacher who is conscious of this defect, must
resolutely set himself to resist it and overcome it. He can do so, if he
will. But it requires resolution and practice.

In the fourth place, the teacher must place himself so that every pupil
in the class is within the range