“One can’t teach boys like these the beauties of religion any more than he can teach Greek to a puppy.  They are not up to this kind of thing, so I am trying to teach them to be men, and when we get that lesson we will try the higher one.  Of course, I give them the moral side of every lesson and point out how God has worked through some mighty mean material.

“We still have a fight once in a while during class hours, and I call time when they get too near the stove, but this is to be expected in a class which is entirely self-governing.  I never have said one word about anything they have done in the class, except to impress upon them that they should be men and the lesson is working slowly.

“Now, my good sir, don’t try to reply to this letter.  I know you get a good many just like it, and I am writing just to give you my experience in the hope that it may help some one else; also because I promised to let you know what progress the class was making.

“If you will drop into ——­ in a year from now I hope to be able to point to a much larger class than the first six months has shown and to show you the majority in the church.

    “Thanking you for reading this far and
    with kindest wishes, I am
                         “Very truly yours.”

=The Boy the Main Issue=

The idea that must continually be kept in mind is the boy’s good and the boy.  A lot of our teachers in the public schools are trying to teach the subject-matter of the book when they ought to be teaching the boy.  They employ static methods.  You can get up a goal for attainment and the boy will reach the goal.  Generally, however, he will go no higher than you point.  Your teaching should be dynamic rather than static.

Aim to secure balanced, symmetrical activities for your class.  Remember your boy is four-sided, that he is physical, mental, social and religious in his nature.  Do not neglect any one side of him, but get the proper agencies to cooperate with you for these ends. Let the boys do whatever they can.  Merely insist on adequate adult supervision.  Above all be patient, practical and business-like and remember that old heads never grow on young shoulders. The Sunday school Teacher should take his place in the community by the side of the teacher of secular instruction.  He is an educator, and is dealing with the most plastic and most valuable asset in the community—­boyhood.  Let him take his task seriously, look upon his privilege with a desire to accomplish great things, and always remember that the good of the boy is his ultimate aim.

BIBLIOGRAPHY ON THE TEEN AGE TEACHER

Brumbaugh.—­The Making of a Teacher ($1.00).

Foster.—­Starting to Teach (.40).

James.—­Talks to Teachers ($1.50).

Kirkpatrick.—­Individual in the Making ($1.25).

McElfresh.—­Training of Sunday-school Teachers (in preparation).