studying child nature and child religion. A mastery of their findings
will save us many mistakes in the leadership and training of children. A
knowledge of their methods of study will show us how ourselves more
intelligently to study childhood. Comprehension of the principles they
represent, coupled with the results of our own direct interpretation of
children, will convince us that, while each child differs from every
other, _certain fundamental laws apply to all childhood_. It is the
teacher's task and privilege to master these laws.

Knowledge of technique.--Teaching is an _art_, which must be learned
the same as any other art. True, there are those who claim that anyone
who knows a thing can teach it; but often the teacher who makes such a
claim is himself the best refutation of its validity when he comes
before his class. Probably most of us have known eminent specialists in
their field of learning who were but indifferent teachers. It is not
that they knew too much about their subjects, but that they had not
mastered the art of its presentation to others.

The class hour is the teacher's great opportunity. His final measure as
a teacher is taken as he stands before his class in the recitation. Here
he succeeds or fails. In fact, here the whole system of religious
education succeeds or fails. For it is in this hour, where the teacher
meets his pupils face to face and mind to mind, that all else
culminates. It is for this hour that the Sunday school is organized, the
classrooms provided, and the lesson material prepared. It is in this
hour that the teacher succeeds in kindling the interest, stirring the
thought and feeling, and grounding the loyalty of his class. Or, failing
in this, it is in the recitation hour that the teacher leaves the
spiritual life of the child untouched by his contact with the Sunday
school and so defeats its whole intent and purpose.