re hopeful
Religious growth uncertain

It is highly instructive for one to grade himself on this list of
qualities; or he may have his friends and associates grade him, thus
getting an estimate of the impression he is making on others. Teachers
will find it well worth while to attempt to grade each of their pupils;
for this will give a clearer insight into their strengths and
weaknesses, and so indicate where to direct our teaching. Mark each
separate set of qualities on the scale of 10 for the highest possible
attainment. If the strength of the _positive_ qualities of a certain set
(as in No. 10) can be marked but 6, then the negative qualities of this
set must carry a mark of 4.

THE TEACHER'S BACKGROUND OF PREPARATION

One can never teach all he knows. Dr. John Dewey tells us that the
subject matter of our instruction should be so well mastered that it has
become second nature to us; then when we come to the recitation we can
give our best powers of thought and insight to the _human
element_--seeking to understand the boys and girls as we teach them.

Our knowledge and mastery must always be much broader than the material
we actually present. It must be deeper and our grasp more complete than
can be reached by our pupils. For only this will give us the mental
perspective demanded of the teacher. Only this will enable our thought
to move with certainty and assurance in the field of our instruction.
And only this will win the confidence and respect of our pupils who,
though their minds are yet unformed, have nevertheless a quick sense for
mastery or weakness as revealed in their teacher.

A danger confronted by teachers in church schools.--Teachers in our
church schools are at a disadvantage at this point. They constitute a
larger body than those who teach in the day schools, yet the vast army
who teach our children religion receive no salaries. They are engaged in
other occupations, and freely give their services as teachers of
religion with no thought of compensation or reward. The time and
enthusiasm they give to the Sunday school is a free-will offering to a
cause in which they believe. All this is inspiring and admirable, but it
also contains an element of danger.

For it is impossible to set up scholastic and professional standards for
our teachers of religion as we do for the teachers in our day schools.
The day-school teacher, employed by the state and receiving public
funds, must go through