The teaching problem; a message to Sunday school workers . re us,and that this, more than anything- else, barsour way. I do not want to unduly magnify the causesof failure of which so many teachers are mani-festly unconscious—but I cannot regard these11 The Teaching Problem seeming-ly little thing-s as otherwise than para-mount. They are all the more important be-cause the usefulness of a majority of even ourbest teachers is impaired by failure to fullyrecog-nize them. The succeeding- pages will therefore be de-voted mainly to a discussion of what I assumeto be basal considerations in the life
The teaching problem; a message to Sunday school workers . re us,and that this, more than anything- else, barsour way. I do not want to unduly magnify the causesof failure of which so many teachers are mani-festly unconscious—but I cannot regard these11 The Teaching Problem seeming-ly little thing-s as otherwise than para-mount. They are all the more important be-cause the usefulness of a majority of even ourbest teachers is impaired by failure to fullyrecog-nize them. The succeeding- pages will therefore be de-voted mainly to a discussion of what I assumeto be basal considerations in the life and workof the teacher, touching- in less detailA Searchlight ^^ class-room work. I do this all theQuest more gladly because the latter field has been so splendidly covered. The readerwho is indisposed to look into these basalthing-s, and to have a searchlig-ht thrown uponsome causes of g-eneral Sunday school failurefor which the teacher alone is responsible,should close the book right here. Everybodyelse is invited to join in the CHAPTER THK TKACHER AS AN INORGANIZATION. IS not necessary in our day to ar-ue that in order to do effectivework the Sunday school must^ be a thoroug-hly o r g- a n i z e d^^ body. This principle is nowas well established as is the Sun-day school itself. There is a prev-( alent failure, though, to grasp all thesalient points necessary to a strong or-ganization, which failure is illustratedin the way the teacher is usually looked uponin this connection. It is understood that theofficers must stand together and be in theclosest touch with each other if good work isto be done. The teacher is regardedas in a sense a part of the same offi-cial whole, but moving in an outer cir-cle, and with only a quasi responsibility in thepremises. He [For convenience I will use themasculine pronoun in most cases in speakingof the teacher] feels that he is occupying afield of his own, with some sort of relation tothe Sunday school body itself, b
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