tant calls upon teachers to perform laborious tasks. It is
so natural to seek to avoid them--so easy to leave them for somebody
else--that we have to cultivate vigorously a habit of accepting the
obligations that present themselves. The difficulties of responsibility
are often burdensome, but they are an essential guarantee of
achievement. "Welcome the task that makes you go beyond your ordinary
self, if you would grow!"

* * * * *

QUESTIONS AND SUGGESTIONS--CHAPTER VI

1. Discuss our obligation to grow.

2. Point out the difference between praying and merely saying prayers.

3. Discuss the various means which guarantee spiritual growth.

4. Comment on the thought that a personal inventory is as essential to
teaching as it is to financial success.

5. What is your daily scheme for systematic study?

6. What plan do you follow in an attempt to know the scriptures?

7. Why is it so important that we assume the responsibilities placed
upon us?

HELPFUL REFERENCES

Those listed in Chapter IV.

CHAPTER VII

NATIVE TENDENCIES

OUTLINE--CHAPTER VII

Importance of Child Study to teachers.--Teaching both a social and
an individual process.--A Child's characteristics--his
birthright.--What the nervous system is.--Types of original
responses.--The significance of instinctive action.--Colvin's list
of native tendencies.--Sisson's list.--A knowledge of native
tendencies essential to proper control of human behavior.

We have now discussed the significance and meaning of teaching, together
with the consideration of the characteristics that constitute the
personal equation of the teacher. It is now pertinent that we give some
attention to the nature of the child to be taught, that we may the more
intelligently discuss methods of teaching, or how teacher and pupil get
together in an exchange of knowledge.

Teaching is a unique process. It is both social and individual. The
teacher meets a class--a collection of pupils in a social unit. In one
way he is concerned with them generally--he directs group action. But in
addition to this social aspect, the problem involves his giving
attention to each individual in the group. He may put a general
question, but he gets an individual reply. In short, he must be aware of
the fact that his pupils, for purposes of recitation, are all alike; and
at the same time he must appreciate the fact that they a