blessing. Just as we hope for an eventual crowning under the blessing,
"Well done, thou good and faithful servant," so we treasure those
benedictions along the way that attend the discharge of a sacred
obligation.

* * * * *

QUESTIONS AND SUGGESTIONS--CHAPTER III

1. Quote some of the promises of the Lord to those who do His will.

2. How is teaching one of the surest guarantees of the blessings of
eternal life?

3. What are the immediate joys attached to teaching?

4. Discuss the application to teaching of the truth--"He who loses his
life shall find it."

5. What types of companionship are assured him who teaches?

6. As you now recall them, what distinct pleasures stand out in your
teaching experience?

7. Discuss Section 76 of the Doctrine & Covenants as one of the most
valuable promissory notes ever given to mankind.

8. Discuss the force of a duty done as a guarantee of joy.

HELPFUL REFERENCES

Doctrine and Covenants: Slattery, _Living Teachers_; Sharp, _Education
for Character_; Weigle, _Talks to Sunday School Teachers_; Betts, _How
to Teach Religion_.

CHAPTER IV

PERSONALITY

OUTLINE--CHAPTER IV

The worth of a great teacher.--Good teachers not necessarily
born.--Some boys' observations on teachers.--A high school
survey.--Clapp's _Essential Characteristics_.--Betts' _Three
Classes of Teachers_.--His list of qualities.

"A great teacher is worth more to a state, though he teach by the
roadside, than a faculty of mediocrities housed in Gothic
piles."--_Chicago Tribune_, September, 1919.

We may stress the sacred obligation of the teacher; we may discuss in
detail mechanical processes involved in lesson preparation; we may
analyze child nature in all of its complexity; but after all we come
back to the _Personality of the Teacher_ as the great outstanding factor
in pedagogical success. _That something in the man_ that grips people!

Very generally this _Personal Equation_ has been looked upon as a
certain indefinable possession enjoyed by the favored few. In a certain
sense this is true. Personality is largely inherent in the individual
and therefore differs as fully as do individuals. But of recent years
educators have carried on extensive investigations in this field of
personality and have succeeded in reducing to comprehensible terms those
qualities which seem to be most responsible for achievements of
succe