And so we now urge the significance of having a rich supply of subject matter—a substantial content of lesson material. But the doctrine holds that the teacher ought not to lose himself in mere facts—they are merely the medium through which he arrives at, and drives home the truth.
"It is the teacher's task to make changes for the better in the abilities, habits and attitudes of boys and girls. Her efficiency can be evaluated fairly only in terms of her success at this task. In other words, if a teacher is rated at all, she should be rated not only by the clothes she wears, or the method she chooses, but by the results she secures."—Journal of Educational Research, May, 1920.
We have said that teaching is a complex art. It consists of at least these eight fundamentals, each one of which, or any combination of which, may be featured in any one particular lesson:
- 1. Presentation of facts.
- 2. Organization and evaluation of knowledge.
- 3. Interpretation and elaboration of truth.
- 4. Inspiration to high ideals.
- 5. Encouragement and direction given to expression.
- 6. Discovery of pupils' better selves.
- 7. Inspiration of example as well as precept.
- 8. Application of truths taught in lives of the pupils.
I. Presentation of Facts
Facts constitute the background upon which the mind operates. There may be many or few—they may be presented in a lecture of thirty minutes, in the reading of a dozen pages, or they may be called forth out of the mind by a single stimulating question. But we ought not to confuse the issue. If we are to discuss any matter in the hope of reaching a conclusion in truth, we must have material upon which the mind can build that conclusion. We are not concerned in this chapter with method of procedure in getting the facts before a class—the important thought here is that the facts in rich abundance should be supplied. A certain young lady protested recently against going to Sunday School. Her explanation of her attitude is best expressed in her own words: "I get sick and tired of going to a class where I never hear anything new or worth while." Exaggerated, of course, but students are crying for bread, and ought not to be turned away with a stone.
II. Organization and Evaluation of Knowledge
We have hinted that a lesson may not have facts enough to justify the time it takes—there is, on the other hand, danger that the whole time of the class may be consumed in a mere rehearsal of facts as facts. Only recently a significant complaint was voiced by a young man who has gone through training in practically all of our organizations. "I don't seem to know anything at all," he said, "about the history of Israel, as a whole. I can recall certain isolated facts about particular persons or places, but I can't give any intelligent answer at all to such questions as these:
"Who were the Israelites? What were their big movements relative to the Promised Land? What is the history of Israel up to the time of the Savior? What is their history subsequently? Are we of Israel and how?"
The young man was not complaining—he merely regretted his ignorance on points of vital interest. He was in need of further organization of the knowledge he had. He had not been given the big central ideas about which to build the minor ones. Relative importance had not been taught him through that organized review that is so valuable in review. The teacher ought to come back time and again to pause on the big essentials—the peaks of gospel teaching.