st is preparation. The teacher needs
to have his subject matter so thoroughly in mind that, free from
textbook and notes, he can reach out to a real contact with his boys and
girls. If his eyes are glued to his book, he cannot hope to arouse keen
interest. The eye is a great force in gripping the attention of a class
or audience. They want nothing to stand between them and the speaker.
Not long ago one of the most forceful and eloquent public speakers in
Utah failed miserably, in addressing a thoroughly fine audience, because
he was lost in the machinery of his notes. His material was
excellent--his power as an orator unquestioned--yet he was bound down by
a lack of preparation that cost him the mastery of his audience.

Not only does adequate preparation enable a teacher to reach out and
take hold of his pupils; it makes it possible for him to capitalize on
the situations that are bound to arise in class discussion. A concrete
illustration to clear up a troublesome question, an appropriate incident
to hit off some general truth, a happy phrase to crystallize a
thought--all these things are born only of adequate preparation.

Not long ago a candidate for the presidency of the United States
delighted an audience of ten thousand or more in the Salt Lake
Tabernacle by his remarkable handling of questions and comments thrown
at him from that vast audience. There was no hesitancy or uncertainty.
He spoke "as one who knew." He was prepared. He had so lived with the
questions of the day that they fairly seemed to be part of him. The
interesting teacher never teaches all he knows. His reserve material
inspires both interest and confidence. A class begins to lose interest
in a teacher the moment they suspect that his stock in trade is running
low. The mystery, "how one small head could carry all he knew," is still
fascinating. Thorough preparation, moreover, minimizes the likelihood of
routine, the monotony of which is always deadening. A class likes a
teacher--is interested in him--when it can't anticipate just what he is
going to do next and how he is going to do it.

A further aid in holding interest is to know intimately the life of the
boys and girls taught. To appreciate fully their attitude--to know what
sort of things in life generally appeal to them--is a very great asset
to any teacher. If a teacher knows that a boy's reaction to the story of
the Israelites' crossing the Red Sea is that that story is "some bunk,"
he