out in the chapter on Methods of the Recitation.


VI. DISCOVERY OF PUPILS' BETTER SELVES

One of the most fascinating problems in teaching is to come to know the
real nature of our pupils--to get below surface appearances to the very
boy himself. Most of the work of solving this problem necessarily must
be done out of class. Such intimate knowledge is the result of personal
contact when no barriers of class recitation interfere. It involves time
and effort, of course, but it is really the key to genuine teaching. It
makes possible what we have named as factor number eight, which may be
disposed of here for present purposes. We read of bygone days largely
because in them we hope to find a solution to the problems of Jimmie
Livingston today. How can we effect the solution if all that we know of
Jimmie is that he is one of our fifteen scouts? We must see him in
action, must associate with him as he encounters his problems, if we
would help him solve them. Our discovery of our pupils' better selves,
and intelligent application, go together hand in hand.


VII. INSPIRATION OF EXAMPLE AS WELL AS PRECEPT

When Emerson declared, "What you are thunders so loudly in my ears that
I can't hear what you say," he sounded a mighty note to teachers.
Hundreds of boys and girls have been stimulated to better lives by the
desire "to be like teacher." "Come, follow me," is the great password to
the calling of teacher. The teacher conducts a class on Sunday
morning--he really teaches all during the week. When Elbert Hubbard
added his new commandment, "Remember the week-days, to keep them holy,"