These questions are all crucial.  For the first law of all learning is self-activity.  There is no possibility of teaching a child who is not mentally awake.  Only the active mind grasps, assimilates, remembers, applies.  The birth of new ideas, the reaching of convictions, the arriving at decisions all come in moments of mental stress and tension.  Lethargy of thought and feeling is fatal to all classroom achievement.  Therefore, no matter how keenly alert the teacher’s mind may be, no matter how skillful his analysis of an important truth may be if his class sit with flagging interest and lax attention.

Results a test of instruction.—­The second test of good instruction is our skill in handling the material of the lesson, and shaping the trend of thought and discussion.  Are the children interested in the right things?  Are the central truths of the lesson being brought out and applied?  Is the discussion centered on topics set for our consideration, or does it degenerate into aimless talk on matters of personal or local interest which have no relation to the lesson?  In short, does the recitation period yield the fruitful knowledge we had set as a goal for this lesson?  Does it stimulate the attitudes and motives we had meant to reach?  Does it lead to the applications in life and conduct which were intended? Does it get results?

The four points of this lesson are of supreme importance in teaching religion.  The aim must be clear, definite, and possible of attainment.  The subject matter of instruction must be wisely selected as an instrument for reaching the aim set forth.  The organization of this material must adapt it to the mind and needs of the child.  The presentation of the lesson material in the recitation must be such that its full effect is brought to bear upon the mind and heart of those we teach.

Each of these four points will be further elaborated in the chapters which follow.  In fact, the remainder of the text is chiefly a working out and applying of these fundamental principles to the teaching of religion.

1.  To what extent would you say you have been directing your teaching toward a definite aim?  Just how does the problem of this chapter relate itself to the preceding chapter on the “Great Objective”?

2.  Do you think the majority of those who have come up through the church school possess as full and definite a knowledge of the Bible and the fundamentals of religion as we have a right to expect?  If not, where is the trouble and what the remedy?

3.  Have you been consciously emphasizing the creation of right attitudes as one of the chief outcomes of your teaching?  Do you judge that you are as successful in the developing of religious attitudes as in imparting information?  If not, can you find a remedy?

4.  To what extent do you think