ly. The child of gloomy
disposition should if anything have more smiles and sunny words sent
his way than the cheerful one, who is in no danger of losing his
share. The talkative child will need cautioning and careful
directing, while the one who seldom speaks needs the frequent
stimulus of a kind and encouraging look or word. The child who is
naturally docile and obedient will develop smoothly and without great
need of special attention and direction, while the stubborn, the
rebellious, the untractable child, the cause of continual worry and
solicitude, is the one on whom special thought must be bestowed; for
his soul is no less precious in the sight of God, and the wise
teacher may be the means of making him a useful citizen, as well as
directing him in the way of working out his eternal salvation."

* * * * *

QUESTIONS AND SUGGESTIONS--CHAPTER X

1. Discuss the relative significance of race, sex, family, and
environment as factors producing individual differences.

2. Why is it essential that teachers know the parents of pupils?

3. What are the advantages of having boys and girls together in class?
What are the arguments for separating them?

4. How can a teacher be governed by the force of individual differences
when he has to teach a group of forty pupils?

5. Discuss the statement that teaching is both a social and an
individual process.

6. Choose a subject of general interest and illustrate how it might be
presented to satisfy different types of pupils.

HELPFUL REFERENCES

Those listed in Chapter VII.

CHAPTER XI

ATTENTION

OUTLINE--CHAPTER XI

Attention the mother of learning.--Gregory quoted.--The fact of
attention in the Army.--What attention
is.--Illustrations.--Attention and interest.--The three types of
attention: Involuntary, nonvoluntary, voluntary.--How to secure
attention.--Interest the great key to attention.

In that stimulating little book, _The Seven Laws of Teaching_, by
Gregory, _et al_, the second law is stated in these words:

"A _learner_ is one who _attends_ with interest to the lesson."

Expressed as a rule of teaching, the law is made to read:

"Gain and keep the attention and interest of the pupils upon the
lesson. Do not try to teach without attention."

As a matter of fact, it is impossible to teach without attention. A
person may hold class--go