IT is a mistake to suppose that mere talk is teaching.
It is a mistake to think that hearing a Bible lesson recited, or the reading of questions from a book, or telling stories, is good Sabbath-school teaching.
It is a mistake to think that one who in manner and temper is impatient, dogmatic, overbearing, slow, heavy or dull, can be a good Sabbath-school teacher.
It is a mistake to suppose that one who is not understood, or is misunderstood, is a good teacher.
It is a mistake to suppose he who gossips with his class is a good teacher.
It is a mistake to suppose, because we have a general idea beforehand, that we shall be able to supply the details and illustrations as we go along.
It is a great mistake to underrate oral teaching, and overrate merely reading and reciting from the Bible.
It is a great mistake to think that our scholars are too young to appreciate a well-prepared lesson or a well-governed school.
It is a mistake of teachers to expect attention from motives of duty, or the sacredness of the day or importance of subject—nothing but real interest will secure it.
It is a mistake to teach as if all young children had the same tastes.