to a pride
in their room. They had brought in the available old rags from their
homes and, as the result of a Sunday School entertainment which they had
put on with the co-operation of the other departments of the school,
they had had the rags woven into one of those cheerful, old-fashioned
home-made carpets. It was perfectly clear that the children took delight
in going to this "their room" each Sunday morning. Their pride prompted
them to take care of what they regarded as their room, and made for a
spirit of quiet and good order hard to surpass.

During the course in teacher-training at Provo, last summer, one of the
members of the class courteously took the pains to see that a bouquet of
flowers adorned the teacher's desk each day that the class met. It is
impossible to estimate the effect of those flowers. Their beauty,
coupled with the thoughtfulness that brought them in, made for a
"fragrance of spirit" that exerted a remarkable influence.

Once the idea becomes established, pupils will take delight in making
their classroom a place in which they will love to meet.

2. _The Teacher._ We have already discussed at length the personality of
the teacher and its force in teaching. We need only emphasize the fact
here that the magnetism of the teacher, either through what he is or
what he gives, is the one great factor that makes for class spirit. The
class inevitably reflects the attitude of the man who directs it. He
must radiate enthusiasm before it can be caught by his pupils. His
inspiration in making them feel that their class is "the one class" of
an organization is only too gladly responded to by those whom he
teaches. If he impresses the class with the fact that he joins with them
because he loves so to do rather than because he has a duty to
perform--if he makes suggestions in the interest of a better class--if
he starts out by doing something himself by way of a contribution to the
class and its spirit--he can be reasonably sure that his class will come
more than half-way to join in his plans.

Not only his attitude is a vital factor--his preparation must be of the
same enthusiastic type. A pupil of a very successful teacher in Salt
Lake City recently made the remark, "I wouldn't think of missing
Brother ----'s class. He gives me food for a week." Pressed as to the
explanation of this enthusiasm, he added, "Brother ---- is unique. He
always attacks a subject in such a new and thorough way. He goes below