no training, that they can teach without preparation. This notion is
false, because the best native power may be made better by proper
training. We call a doctor who has had no training in medicine a
"quack," and it is not too much to say the same of untrained teachers.
Hence all of us will be the better fitted for our work in the
Sunday-school if we have in addition to our native powers such added
power as prayer and training assuredly give.

#3. A Living Example.#--The teacher should be not only a professing
Christian, but a living example of the kind of life we want every
child to live. It is unfortunate to place the destiny of a human soul
in the care and under the directing thought of a teacher who neither
believes nor lives a consistent Christian life. The teacher should be
_kindly considerate_ of his pupils[.] No amount of fine teaching power
can compensate for the lack of such kindly concern for the welfare of
his pupils as will best lead them to crave in their own lives the same
courteous and considerate qualities. He should also be perfectly
_sincere_ and _frank_. There can be no such thing as "playing a part"
in the presence of children. They discern with an intuition that is as
certain as logic the sincerity or insincerity of the teacher. It is a
mistake to flatter, to scold, to threaten or to cajole pupils. These
are the marks of poor teaching. A perfectly frank teacher will never
cheapen his sacred opportunity by any trick or device that has the
ring of insincerity.

#4. Enthusiasm.#--The teacher should be an _enthusiast_. I had the
good fortune to hear Bishop Phillips Brooks speak to a great body of
men in Boston. There was in his whole manner such sincerity and
enthusiasm as to carry conviction to each one in his audience. He had
a good thing. He believed in it with his whole heart. He was
enthusiastic in its praise. He had tested it and found it good. He
wanted others to share the same splendid good. His address left an
impression that years cannot dim. His enthusiasm made him a great
teacher. This does not mean that one should speak in a loud tone, in
high-pitched voice, with vehement manner and gesture. These are marks
of weakness, not of strength. But it does mean that one should be
confident of the worth of his message and anxious to impress its worth
upon others. Enthusiasm is born of sincere conviction in the
correctness of the thing one aims to teach.

#5. Directness.#--Much of all that is be