Document 6514862

How
Teach
to
a
Sunday-
Lesson
School
^'i
MAY
By
.
H.
New
York
Fleming
London
E.
CARMACK
Chicago
H.
Revell
AND
Toronto
Company
Edinburgh
OF
1
PHiiTc
1911
Copyright,
FLEMING
New
H.
York:
Chicago:
123
Toronto:
25
London:
21
Edinburgh:
191 1,
REVELL
by
COMPANY
Fifth
158
North
Wabash
Richmond
Ave.
Street, W.
Paternoster
100
Avenue
Princes
Square
Street
Harold
To
Robert.and
have
We
talks
and
walks
had
many
together^
the
not
the
those
on
enough
these
of
In
memory
times
good
old
ivere
yon
zvalk.
to
every
since
morning
Sunday
Suiiday-school
to
way
being
delightful
least
book
little
this
dedicate
I
to
^
knowing
and
ivould
that
forgive
if
me
in
with
never
you
you,
failed
I
join
also
so,
dedication
this
I
do
to
of
member
the
you
the
are
Home
and
world
call
is
agreed,
the
whom
three
who,
Departme7it
as
we
in
little
best
the
woman
I
call
Wife
and
Mother.
Your
Father.
you
Preface
is another
book
THIS
pedagogy
school
word
is due
apology
field.
this
He
have
and
training,
through
work
actual
together
in
in
the
of
with
teacher.
with
number
the
work
those
engaged
needs
of
of
him,
of
the
knowledge
in
This,
teachers,
the
7
service
active
and
institutes
feels,
he
the
the
Sunday-school,
an
does
by
work,
far
who
ventions,
con-
standing
under-
Sunday-
average
Especially
in
previous
Sunday-school.
years
given
his
a
other
trying experience
meetings,
has
of
the
many
organized
teachers'
school
and
as
many
any
acquired
has
long
a
so
without
begun,
ventures
work
his
as
of
perhaps
author
began
ject,
sub-
the
on
and
the
teacher,
Sunday-school
teachers
appeared
why
to
as
excellent
many
explanation
of
Sunday-
of
work
so
already
have
a
into
As
and
psychology
the
to
teaching.
manuals
of
principles
the
apply
to
attempt
he
the
thize
sympa-
greater
have
had
Preface
8
psychological
no
In
studying
been
written
found
that
theory
laid
by
the
difficult
for
of
a
can
each
one
over
from
and
It has
a
which
the
in the
preparation
lesson
plan
step
with
and
any
is
that
each
explain
to
therefore, has
books
which
who
has
such
teacher
been
help
which
know
the
them
discouragements
he
knows
the
joy
so
of
subject,
point
well,
hard
who
those
save
tinct
dis-
written, that
travelled
difficulties,to
the
same
it lies in the
it has
To
value
any
the
on
that
himself
road.
the
to
wide
book
a
the
crossed
teacher.
illustration, that
believes
mistakes,
them
and
too
simply,
other
writer
difficult
the
but
and
book,
from
view
between
easily
guide
so
often
gap
write
give
to
has
book
average
a
have
it.
If this
the
a
and
of
follow
the
scientific
abundance
can
as
lesson,
plainly
so
the
to
use
thoroughly
in
that
he
gap
expert,
desire
his
a
lesson,
perhaps
teacher
was
training.
books
subject,
down
of
been
the
this
on
teaching
too
of
many
there
as
pedagogical
or
and
and
skillful and
of
of
and
follow
from
the
to
the
ures
fail-
help
success-
Preface
ful
effort
he
has
which
in
even
be
will
well
The
school
its
has,
it
shall,
object
all
he
through
in
pronoun
and
the
indebtedness
feminine
ferring
re-
noun
pro-
to
from
of
be
the
in
be
apparent.
acknowledge
the
Prof.
Charles
Recitation,"
the
others
to
will
him
especially
Method
If
teacher.
received
should
pupil,
preceded
wishes
"
the
author
masculine
the
author's
have
has
the
the
to
for
book.
this
for
:
content.
used
book,
tasted
accomplish
way,
convenience
For
the
small
a
little
this
written
also
has
he
9
hands
He
he
help
McMurry's
book
a
of
who
that
Sunday-
every
teacher.
H.
IVilkinsburg,
Pennsylvania.
E.
C.
Contents
PART
I
THE
PLANNING
I.
The
Sunday-School
II.
The
Career
III.
The
Citadel
IV.
Facts
V.
The
CAMPAIGN
Teacher's
of
Lesson
a
of
Aim
13
Truth
17
Will
the
29
Truths
and
First
33
Advance
42
.
PART
THE
VI.
ATTACK
The
II
ON
IMAGINATION
THE
Importance
of
Imagination
the
.
VII.
.61
Preparation
General
.
VIII.
.
Preparation
Special
70
....
IX.
Presenting
.
PART
CAPTURING
X.
What
Facts
Lesson
the
EMOTIONS
Interest
?
.
XI.
Interest
in
Lesson
.
Interest
in
.
Facts
.
XII.
.
III
THE
is
II
"97
.
.104
.
.125
Truths
Lesson
55
89
1
Contents
2
PART
LAYING
XIII.
XIV.
IV
THE
TO
SIEGE
Induction
.
.
.
.
.
.
.
.
Deduction
V
SUGGESTIONS
FINAL
Special
Lessons
.148
.
.
XVI.
The
.132
.138
PART
XV.
REASON
Consciousness
OF
.
God
*
.
152
I
THE
SUNDAY-SCHOOL
IN
order
clear
asked
discharge
to
of^an'Sm"
young
it
closed
A
teaching
is
way.
The
done
of
hundred
well
learned
wished
of
men
how
to
to
to
the
the
use
their
hit, and
"
^
eyes
on
to
Judges
the
keep
XX.
i6.
the
the
same
be
must
as
of
of
Benjamin,
of whom
sling.
fingers,
length,
in
aim
one
the
Sunday-school
this
of
of
pulled
way
tribe
every
took
haphazard
with
them,
fix
of
such
a
She
much
are
such
friend
and
eyes,
pretty
results
lady
arm's
at
deal
Contrast
chosen
her
good
from
out
a
writer
in her
gingerly
held
mind
The
revolver.
a
lesson
in
aim.
a
weapon
trigger.
have
must
well-defined
and
AIM
Sunday-school
a
teacher
playfully
once
his
teach
to
the
well,
TEACHER'S
These
the
them
pected
ex-
ceeding.
prothose
seven
knew
men
so
had
object
they
there
until
14
the
stone
mark.
Planning
the
from
sling went
the
Thus
by keeping
in view, and
described
and
miss."
when
to
effective
take
accomplish,
thus
given
"
:
This
is
good
a
of the
to
be
of
To
what
the
pupil
What
thing,
what
be
the
in
the
and
is
to
do
the
the
is well
as
life of
the
far
a
more
him
of the
send
Christ."
pose
pur-
broad
of
a
ticular
par-
tween
distinguish be-
to
to
result
that
pupil
in-
him
general
teaching
to
up
it is too
but
has
pupil
for
seeks
of
the
to
seeks
teacher
results
they
work
in the
teacher
just what
build
to
definition
It
lesson.
their
bring
to
help
before
Sunday-school
Sunday-school
much
lessons,
Sunday-schools.
Christ,
forth
their
will have
the
Christ,
IZ'Z-lToi
of
places
we
our
of
purpose
been
in
breadth
Sunday-school
in mind
keep
to
hair's
our
their
graphically
so
an
preparation
teaching
The
at
When
they
classes, learn
propose
its
to
object clearly
is
throwing
"
teachers, in the
and
the
skill which
as
not
straight
by repeated efforts,they acquired
wonderful
that
Campaign
is
do, and
of
to
what
the
ing.
teach-
do
is
teaching
quite
one
may
another
As
thing.
he
the
do
must
The
of
matter
a
bring
not
pupil
of his
so
does
teacher
by daily and
work
also
be
does
for
Christ.
The
But
before
these
choices.
Word
desire
there
done
St. Paul
upon
the
God
him
to
do
right
him
forth
be
must
of love
out
will
His
can
in
for
in
that
must
led
to
the
be
make
is it ?
the Thessalonians
to
which
Sb;;Sl"
in
life of service
something
What
comes
Christlike
send
by
pupil
writes
of
is
does
pupil up
the
not
15
choice.
hourly choices
teacher
a
the
towards
The
and
world.
If he
build
grows
entered
Christ,
Christ.
free will and
not
character
living.
teacher
own
He
Aim
fact the
to
Christ.
to
Teacher's
Sunday-School
The
of
also
effectuallyworketh
in
you
that
the
Word
believe."
God
of
^
in the
the
"
is
It
mind
Point
heart
and
action
in the
life.
plant
the
is the
pupil'swork
truth
teacher's
act,
a
It is the
in the
to
it into
transmute
work
great
that
deal
upon
teach
depends
1
of
character.
is to
I
Thess.
to
teacher's
mind
act
leads
the
upon
ii. 13.
work
pupil.
it and
the
to
It
thereby
while
Yet
and
right
the
pupil'sto
the
way
in
l6
which
as
the
to
truth
whether
to
Much
the
that
theory
point
lodged
it
shall
lesson,
pupil
will
upon
it.
been
told
seize
is
and
lodge
pupil.
Nor
abstract
an
It
commit
to
without
is
Sunday-school
of
the
simply
to
pupil,
but
be
the
lesson.
fact
but
lay
is the
to
teacher's
the
truth
drive
aim
We
it home
in
pupils
Bible
the
the
Not
aim
problem.
mind
in
the
Not
of the
will
teaching
the
ceptible
per-
reach
to
his
to
verses
lives.
the
to
is
may
very
is
before
have
of
any
great
act
simply
that
How
the
"telling
their
teaching.
pupil
of
memory
action
in
it and
of
upon
knowledge
mere
the
having
verses
influence
mind
that
hundreds
memory
such
in
simply
imbedded
is it sufficient
truth
upon
is
mistake.
familiar
a
the
again
action.
is done
it, assimilate
great
a
again
his
it lies
as
upon
This
pupil's mind,
is necessary
thereupon
teaching."
not
the
teaching
truth
and
in
influence
all that
the
out
Campaign
is
Sunday-school
the
will
the
Planning
of
should
every
II
THE
*'
CAREER
each
N
"T"
I
OF
of
when
in
is
or
waves
whatever
^ci:'!",""'"^"'
of
desire,
and
pass
inner
our
of
.
always
are
of
of
bodies
our
of
distant
of
They
contain
of
objects
permutation
the
of
and
ing,
feel-
stantly
con-
fields
and
the
and
will, in
together
every
around
thoughts
aversions
combination.
and
and
with
variety
In
...
17
tions
sensa-
satisfaction
conditions,
of
call
constitute
concrete
experiences
desires
emotional
determinations
that
These
things, feelings
dissatisfaction,
other
and
past
of
(or
.
complex.
memories
us,
.
to
etc., that
and
of
fields
knowledge,
repass,
ing
go-
succession
please
deliberation,
life.
always
or
you
them)
Teachers,"
is
a
often
William
to
stream,
states
of
Prof.
"Talks
a
(and
awake
consciousness
There
on.
TRUTH
says
his
of
kind
some
when
us
asleep),"
James
"
LESSON
A
l8
the
Planning
mutations
successive
the
the
but
little
margin
changed
the
focus
alterations
of the
this
teacher
Immediate
when
multitude
the
word
Saul
the
way
light, and
"
I
am
cutest," he
1
of
said,
Op. cit.,p. 15
fF.
brethren,
gladly
that
^
Damascus
to
the
Nazareth
"
"
What
Acts
saw
of
voice
When
ii. 37, 41.
great
a
Jesus saying,
thou
whom
shall
the
sermon,
they
mediate
im-
of Pentecost,
and
Men
"
be
baptized."
were
heard
Jesus
his
and
do?"
we
received
on
**
out,
sklllfully
^
great Day
concluded
cried
shall
the
On
Peter
be its fate ?
would
lesson
sciousness,
con-
lesson
the
shall
What
taught
action.
of
j^jg^j ^.^g^j^ ^f
^j^^
^
stream
launches
truth.
what
again, abrupt
complex, flowing
the
the
margin
and
field occur."
whole
alters
alters and
focus
tents
con-
remains
margin
places. Sometimes,
change
Into
the
Sometimes
stays.
of
focus
while
solves
dis-
gradual,
very
the
sciousness,
con-
one
rearrangements
Sometimes
rapidly.
which
often
Sometimes
occur.
fields of
our
by
is
of inner
all sorts
of
process
another
into
and
Campaign
perse-
I do. Lord
'
Acts
?
xxii. 8,
"
10.
^
the
Planning
20
But
better.
the
mind,
truth
of
the
great
the
consciousness,
old
ways,
the
we
Since, then, in
cannot
or
does
Or
recalled
?
during
the
time
for?
recalled
does
recur
will
it be
to
and
his
?
will
it
are
which
it
does, what
every
lesson
teacher
taught.
experience
lesson
the
how
much
?
Will
at
will
interesting and
it be
circumstances
come
and
future
will
often
the
ness
vividit enter
ment?
right mo-
its effect?
be
important
must
It would
if it
be
lesson
some
from
With
to
never
at
what
him, under
truth
recall the
or
thought
we
may
the
away
how
If so,
tion
ac-
consciousuess,
pupil
spontaneously
If
the
the
power
mind
These
will
recalled
immediate
of
out
it fade
If any
?
in the
along
When
will
life ?
of
the
to
follow, what
not
out
before.
following week,
his
in
farther
cases,
drops
back
go
were
most
hope
Queswons
we
no
away,
drops
sermon
and
quickly
dies
impulse
and
life than
Christian
thoughts
the
apparently
is ended
sermon
other
the
into
come
the
when
is over,
service
Campaign
were
ask
tions
ques-
ing
concern-
be
an
possible
lightening
en-
for
The
teacher
the
truth
hope
cannot
mind
of
use
the
count
on
and
she
study
To
of the
light
comes
are
is
into
in
action
is also
impulsive.
mind
action.
^.^^^^
^^^
enough
they
of
tends
some
complex.
sort.
While
If
But
we
is
the
up
ing
follow-
throwing
above
pounded.
pro-
Every
idea
to
flow
ideas
remained
would
in
taking
as
questions
the
into
..consciousness
skill
Before
offered
watch
teacher
steps in teaching, the
the
on
Consciousness
that
and
may
pupil,
and
the
ing
us-
such
she
life of her
aid
chapters.
the laws
with
follow
knowledge
study
skill in
teaching
in the
truth.
considerations
some
in
she
assimilation
acquire
not
of these
learn
can
the
course
however,
hearing,
may
such
of
find
teaching, and
results
effect of the
purpose
This
lesson
a
and
pupil
she
2 1
of
career
can
skill
sure
acquiring
; she
Truth
can,
the
in
in her
though
even
She
pupil ;
truth
knowledge
the
her
do.
laws
those
the
of
it follows
which
and
the
questions.
to
of
Lesson
a
follow
mind
these
to
answers
the
to
the
in
of
Career
out
came
long
always
sult
re-
ness
consciouscannot
tell
what
just
be
the
when
know
the
things
inertia
of
amount
intensityin
this
of
along
old
There
may
be
of
the
length
depend
into
ideas
play
in
thoughts
which
in the
connection
choice
to
for
between
made.
the
ing
holdsuch
vividness
to
truth
and
brought
interest
the
upon
a
action, will
teaching,
and
may
and
into
the
or
the
upon
with
it is associated
mind,
be
its
gain
to
ity
probabil-
of faculties
upon
out
action.
mind
The
lead
to
number
by
flow
to
The
such
the
energy
struggling
with
come
over-
be
nervous
coming
teaching,
awakened
to
may
consciousness
and
in its
mind
of ideas.
is in
sufficient
be
there
certain
a
by repeated
worn
of
the
upon
manner
the
of
intensity as
emotion
of
state
truth
time
emotional
must
which
there
as
there
consciousness.
centre
is
may
it,we
way
thought tending
other
lesson
of
before
mind
Again
battle-ground
the
pupil
There
the
in
channels
focus
of
general
a
habit, the
the
generated by
the
in
inertia.
pull
strong
the
comes
given
a
of the
mind
truth
things, and
material
Campaign
its effect.
study
to
us
of
state
lesson
some
help
be
the
Planning
22
other
closeness
taught
and
The
in their
if
they
of
his
mind
the
through
the
taught
be
for
return
to
not
out
go
into
lesson
the
vague
put
lesson
would
often
how
a
and
action
They
23
will
pupil
world
the
Sunday.
knew
have
prompt
week
on
teachers
the
into
him
Truth
that
minds
Foriowfne
Lesson
a
Sunday-school
Most
idea
of
Career
surprised
out
goes
time
long
a
to
to
come.
lesson
The
tenth
Peter
on
of
chapter
Acts
and
Cornelius
was
taught
in the
in
one
This
Sunday-school recently.
about
His
prayer,
for
love
in
rich
few
days
"
Do
you
after
be
lesson
the
thought
about
It is
in
used
or
word
Sunday
that
has
the
your
come
taught,
was
a
asked
:
Sunday-school
was
the
any
teacher
into
daily
strength.
was
whether
remember
you
last
"No,"
His
and
creatures.
might
this week?"
thought
you
that
His
fourteen-year-old boy
Have
lesson
of
one
every
to
answers
guidance, inspiration and
bright
"
His
God,
thoughts
providential working,
material
life for
A
is full of great
chapter
Illustration
your
answer.
single
spoke
to
mind
at
time
any
word
Campaign
past few
the
during
I cannot
I have
that
remember
of it since."
days
This
case
here
that
?"
of
thought
is
No,
"
probably
a
not
exception.
an
Let
it be
noted
how
much
of
Not
a
What
on
he
recall
can
upon
review.
thcrc
is
a
of the
In
tion
queslesson
review
the
Remem-
mental
a
effort made
Review
recall
to
time
for
the
by
the
mind
these
the
"""*
does
the
There
which
upon
truths
in
many
learned
truth
of
number.
them
of
of
draws
making
at
any
sisted
as-
But
into his
come
does
recall the
it may
not
low,
fol-
lesson
forming
his choices.
religion
may
his mother's
mind
truth
his
ments
judg-
all
that
knee.
given Sunday
lost.
and
The
after
be
be
in the
up
knowledge
in
It
not
days immediately
grows
fund
a
he
and
not
following,
pupil
is
teacher.
action
prompt
pupil
L'p^etr
he
is
aids.
during
the
the
and
his choices, it must
though
or
lesson, there
work,
of
questions
without
Even
the
to
memory
influence
of
it is not
of
Question
He
bers
to
the
Planning
24
mental
fundaare
not
he
has
The
may
be
son
lesone
The
which
with
which
upon
of
Career
he
has
he
has
life.
acted
and
impression,
his
influence
that
in
it
Sunday-school.
the
effect of many
the
tal
men-
would
renew
past
a
his
without
calling
distinctlyre-
him
to
recently in
doubt
such
is
taught,
yet be
so
though
even
a
new
closely connected
fund
general
of
with
truth
al-
His
Addingto
General
ready
of
Fund
acQulrcd by
and
immediately
mental
from
effort,it blends
and
fund,
it.
his mind
is
Thus,
lesson
to
the
for
of
God
life, without
his
truth
out
with-
this
general
distinguished
the
pupil
some
which
new
would
of his
its influence
aspect
add
has
of the
just a
conception,
upon
his
last Sabbath,
and
tle
litand
daily
clearly distinguishing
taught
in
of God.
general conception
definiteness
have
not
that
him,
almost
with
example,
give
may
would
the
thereafter
certain
a
character
this
his
case
and
Beyond
the
The
a
it has
lessons.
truth
truth, may
that
with
such
taught
was
and
given situation,might
a
action,
the
Again
in
his memory
refresh
simply
often
so
25
famiHar,
assimilated
lesson
The
Truth
been
long
thoroughly
become
Lesson
a
tween
bethe
26
the
Planning
that
general conception
be
should
the
taught
of
the
pupil
fund
is
a
of the lesson
well
power.
of
While
buried
are
unable
and
them
New
trace
the
and
have
and
the
taught
they
long
glow
light
come
back
of
new
association
the
mind,
with
which
and
experience.
new
may
regenerating
come
power
back
of
intricacies
long
and
we
between
there.
thoughts
force
the
that
and
ness
fresh-
new
seemed
suddenly
are
en-
entirely
ever
previously
former
dead
once
Ideas
recall
with
in childhood
and
has
connection
any
Thoughts
power.
been
the
into the
thoughts
experiences
feelings,and
in
flash
sometimes
to
probable
know
follow
to
It is
associations.
mental
unable
mind
memory
is
we
largely by
are
these
viously
pre-
that
that
mind
the
lost.
works
idea
no
tered
we
also
remembered
Memory
ideas,
those
to
religioustruth.
of
that
memory
teacher
in the
up
It
nected
arranged, closely con-
remarkable
very
mind.
with
build
to
as
so
a
be
It is to
his
is in
effort of the
constant
truth
the
connect
Campaign
to
ized
revital-
meaning
Lessons
with
victing
con-
in manhood.
28
the
of the
teaching
have
the
the
mind
But
the
of
of
those
laws,
the
expect
the
she
any
right
the
truth
and
He
may
Spirit
the
for
of
do
we
the
use
thoroughly
that
which
Certainly
prepared
is
that
pupil's
of the
taught by
He
soul
skill
He
no
of
cuse
ex-
the
on
is
more
taught by
trained
one
deep
how
this is
is well
and
Holy
a
the
and
preparation
truth
the
and
But
has
will follow
influence
to
right
nor
is indeed
where
in
no
her,
work
soul
teacher.
the
has
He
the
really
not
influencing
know.
cannot
of
that
and
of
them
it does
The
word
lack
likely to
than
when
ignorance
obey
aid
laws
upon
preparation
Spirit to
human
the
through
and
this.
truth.
impressed
pupil, she
it in
the
has
expect
use
God's
pupil
part
to
Just
use
the
Holy
the
upon
mystery.
may
of
prepare
violate
that
so
may
not
of
follow
truth,
mind
life.
lack
to
receive
to
God
or
not
the
to
pupil
teacher
Spirit
Holy
teacher, either
teaching
enter
the
which
does
lesson,
The
Spirit will
Holy
If the
of
the
Campaign
lesson.
of
help
mind
the
it.
a
the
Planning
teacher,
who
is
prepared.
un-
Ill
CITADEL
THE
in
BUNYAN
that
in
was
a
the
building
for
"The
Holy
its
to
its
was
not
was
Shaddai,
In
the
only
the
could
unless
had
had
five
be
place
original
state
there
gates,
forced
his
famous
in
if
those
29
and
intended
of
And
walls
the
down
like
within
for
allowing
the
iarity
peculof
or
consented.
which,
delight.
own
a
broken
townsmen
founder
Its
there.
be
so
ence
refer-
was
that
modious,
com-
with
intention
was
so
its
privileges
Shaddai
no
never
the
town
intrude
to
of
the
poration
cor-
that
it for
which
He
strangers
soul
of
palace
himself.
its
heaven.
built
who
midst
stately
under
equal
us
for
town
its situation
advautageous
War"
and
town
a
for
tells
"Universe"
the
Mansoul,"
"
curious,
so
of
delicate
and
"
War
Holy
"
country
fair
called
his
WILL
THE
OF
Manhurt
Mansoul
manner,
allowed
could
it.
the
Planning
3"
These
Eargate, Eyegate,
were
and
Nosegate,
Mansoul
in
first
It had
under
Thus
the
pictures
Bunyan
"'
fhrMTn?
the
pupil, it
the
the
cities
many
walls
built
of
out
mind
as
outer
one
the
stone,
for
how
be
the
by
walls
when
So
we
of
series
a
fifth,the
named
of
heart
of
citadel,
thirty
or
after
one
in
second,
the
other
an-
at
These
order
the
the
ory,
mem-
fourth, the
and
will.
this
ramparts,
the
reason,
the
picture
may
third, imagination,
are
series
taken, still the citadel
was
being,
times,
the
twenty
will
what
some-
use
central
a
prob-
the
a
In
be
the
ancient
In
would
years.
of
by
helpful to
being sensation,
centre
its capture
reach
to
sometimes
having
city,
redemption by
other.
with
walls
the
feelings,the
powers
laws
walled
a
studying
defended
were
feet thick, and
of
its
of
city,there
a
and
figure.
within
one
such
and
In
will
same
of
soul
Christ.
lem
the
founder
excellent
most
figure
Satan
held
its
world.
the
of
provided,
that
all
the
Mouthgate,
Thus
Feelgate.
at
was
desire.
could
Campaign
last
in
several
because
of
The
Will
increasing difficultyin
the
them
arousing
it were,
to
only
them
arouse
too
as
easy,
of
teacher
the
surface
outer
it does
it than
imagination
It is
The
reasoning
and
are
will
is the
will
be
figure
still
that
seen
of
of
the
rampart
of
which
the
teacher
to
reach
the
will.
captured,
are
the
the
will
is
other
likely
words,
powers
to
the
that
develop,
be
must
The
arouse.
truth
in
in order
capture
the
sensations
stirred,the
by
the
swept
the
brought
the
each
rampart,
when
it
Thus
move.
ination
imag-
aroused, and
emotions
greater
are
to
within
the
convinced
reason
the last to
is real
But
the
stirred.
memory
quickened,
and
are
all to
there
difficult.
more
emotions
are
use
get the
memory
difficult
hardest
covered.
disory,
mem-
To
still
the
powers
more
it
effort to
senses.
is
the
that
the
mental
the
use
largely through
imagination
Indeed
awaken
to
work
to
It
little children, has
greater
to
mind.
of the
teacher, especially
every
the
it takes
and
lie,as
senses
activity.
to
It is harder
and
31
reaching
The
action.
to
the
on
is easy
is
of the
Citadel
truth, then
the
action.
In
into
of
number
into
use
tal
men-
in the
the
Planning
32
of
learning
the
the
powerful,
It will
be
teacher's
lasting
noted
that
above
^^
^
teach
single
lesson.
teachers
try
from
of
them
of
play,
the
than
truth
one
home
truth
not
an
easy
the
of
subject
all
a
single
or
as
the
of
teaching
not
more
drive
To
the
agination
im-
memory,
to
careful
study.
The
many
usually
accomplish
erly
prop-
them.
in
reason
further
quickly
not
of
a
many
brought
used.
It takes
in
truths
so
pass
all
sible
impos-
great
a
is
num-
from
it is
of
sensation,
and
to
our
that
"
truth
"
evident
that
that
be
task.
How
be
action
find
through
planning.
singular
bring
to
can
feeling
the
is what
less
into
will
lesson
word
powers
plans
possible
as
the
They
much
of the
statement
another
to
more
impression.
number
this
mental
who
teacher
must
do.
to
the
foregoing
Yet
these
into
It
large
a
truth
one
one
in
the
deeper,
the
used
ber.
the
to
in
given,
was
iTssoT^
the
lesson,
more
aim
Campaign
the
will
study
this
will
is
and
be
IV
FACTS
AND
BEFORE
Bible
Bible
by
facts
Bible
fact
Distinguishing
in
What
truth
?
confused
ideas
questions.
they
?
Bible
In
of
lesson,
truth
their
they
importance.
the
is
the
facts
kernel.
the
They
were
"
33
these
portance.
im-
contains
certain
to
get
at
the
the
treat
tain
cer-
truths.
studying
seem
over
pass
and
utmost
without
to
eagerness
day-school
Sun-
many
to
contains
teachers
It is
vague
lesson
truths
the
Many
idea.
though
con-
?
answers
of
are
it also
study
them
very
the
to
as
Yet
facts, and
little
Bible
a
is the
that
have
Every
the
is meant
what
feared
teachers
facts
pupil,
between
by
between
be
to
the
the
What
is meant
nection
and
we
of
distinguish
And
lodge
to
tween
Be-
Facts
Can
mind
truths.
?
how
out
the
first
and
Bible
a
truth
must
we
find
can
we
a
TRUTHS
this
have
the
truths
facts
lesson
as
of
as
of
which
the
crack
the
shell
the
shell
Let
us
the
Planning
34
and
throw
let
it aside
But
the
at
get
us
between
quickly
as
truth," is
is not
such
the
facts
connection
see
see
truth
a
When
a
the
living spiritthrough
we
be
spiritmay
have
we
through
from
truth
the fact.
we
can
at
knowledge
here
the
is
study
fact does
a
how
not
of
it
of
in
when
truth
a
a
that
fact,
truth
arrive
facts
of
of facts that
the
what
; and
cupies,
oc-
we
apart
at
any
some
sort.
we
arrive
of truth.
source
put
to
teacher
discover
the
forth
in Sunday-school
of weakness
The
teaching.
learned
fact.
a
which
of
a
not
can-
conception
never
from
entirely apart
Just
of
is
cannot
in
hold
it embodied
the
we
we
disembodied
But
through
As
idea
conception
a
a
the
There
body
an
gotten
seeing
It is
a
when
once
form
may
form
can
soul.
gained
that
of which
spirit so
once
tion
rela-
lesson.
say
it is embodied
until
have
we
the
them.
between
disembodied
a
we
body
is the
truth
of the
of
truths
the
thought.
idea
should
fact is
fo'?ruths"'^''''
possible and
as
their
true
and
Rather
vital
Campaign
any
not
truth
mental
ing
havin the
effort to
36
the
Planning
simple
it may
or
always
desk
who
is
I
all
mind
apostle, of
that
the
through
individual
are
includes
he
has
discovers
of
in
certain
sees
from
So
animal
and
like
they
that
he
all horses
he
forms
a
like
though
to
to
the
in
dividual
in-
an
animal.
horses, he
each
general
same
other
notion
other
time
ticulars.
parof
an
particular horse,
any
it may
him
enable
wishes
at
for
horse
forms
resemble
one
notions.
a
of
another
one
is not
yet, vague
whenever
all
is
of that
number
a
particulars while
differ
they
to
nation
imagi-
hand
individual
child
a
seen
that
the
or
notion
After
in
events
presented
first time, he
the
Notions
be
other
the
on
When
General
incidents
places,
senses
number
a
of
crucifixion
notions.
notion
general
friend
Hermon,
persons,
can
of
Abraham
Mt.
of the
persons,
things
the
side, of
my
it is
image
writing, of
things,
of
mental
a
am
the
But
complex.
Jerusalem,
lives
"
that
have
Material
history
A
of
City
the
the
I
sitting by
Christ.
in
very
which
at
Lincoln, of Paul
of the
be
concrete.
the
Campaign
to
refer
be, is enough
use
the
notion
to
them
as
a
Facts
This
class.
and
general
It is
impossible
of any
general
individual
and
Bible
The
Common
are
contain
Diagram
that
element
large numbers
of
notion.
the
which
may
is
one
may
of
common
the
large
represent
portion
circle
and
this dia-
In
notions.
cach
small
ing
assist in mak-
individual
between
That
Many
general notions.
triangles
within
verbs,
general notions.
such
relation
gram
individual
image
nouns,
include
general
A
mental
definitions,rules, laws, proverbs
maxims
the
37
always abstract.
vivid
following diagram
clear
is
a
notion.
cases,
texts
notion
form
to
adjectives that
and
Truths
of
the
an
angle
tri-
represent
may
to
all
the
notions,
individual
the
From
in
and
facts
and
The
each
with
be
they
widely
find
we
instances,
that
when
we
petitions
The
or
He
will
in
so
and
infinite
wisdom
teacher
who
has
studied
may
find
grasp
these
logic
first to
general
She
notions.
effort
to
do
of
should
so
for
and
needs
cording
ac-
us
love.
and
psychology
difficult
it somewhat
ideas
and
faith
our
answer
His
spects,
re-
ent
differ-
many
our
to
not
others.
element,
with
us
may
other
justifiedin
hear
nected
con-
the
in
common
God
is
ever
facts, how-
of
differ
are
to
of
any
it present
go
God
instances
group
may
we
notion
circumstances
from
this
found
whom
prayer-answering
a
each
in
Nevertheless,
because
instances
general
of these
one
entirely different
is
the
form
prayer-hearing
God.
answers
lives of others
the
we
such
similar
from
a
prayer.
general inference)that
the
draw
(or
in
or
known,
have
we
a
lives,
our
and
Bible
to
of
for
stand
answer
instances
many
in the
given
God's
of
instance
single
notion.
general
the
or
large triangle might
each
Thus
Campaign
the
Planning
38
individual
make
they
are
at
and
a
termined
de-
funda-
and
Facts
all
in
mental
Truths
39
and
thinking
our
all
to
our
teaching.
In
facts of
the
are
lesson
Bible
the
which
them
lesson.
It is
the
of
into
of
number
mental
picturing each
In
the
form
may
the
of
story
"
road
along
desert
dim
line
of
the
Damascus
can
mind,
which
see
hills to
the
which
he
form
mental
the
memories
large
in
Saul,
Saul
horse
the
we
himself,
that he
on
which
he
little group
the
were
to
away
be
formed
of
with
were
they
stretching
city of
We
who
companions
a
costume
riding, of
was
of
oriental
of the
wore,
breviated
ab-
scenes.
picture of
of the
"LmTcts
be
conversion
mental
a
most
often
and
may
of these
one
every
much
scenes,
images
of
that
story may
of
mental
in
very
are
number
a
found
remembered
short
very
elements
number
large
be
narratives
A
notions
form
can
A
may
be
to
Bible
divided
we
imagcs.
Facts
individual
lesson, all those
the
of
Lesson
the
of
the
riding, of
the
East,
of
the
and
of
the
him,
west,
before
saw
images
of
which
were
him.
his state
of
haunting
Planning
40
of
him
of
suffering
whom
he
prison ;
we
and
doubt
that
around
him
though
struck
*'
"
the
say,
"Who
reply,
this
Jesus
and
enter
thee
and
of
verses
When
we
am
into
what
thou
is
more
?
stricken
"
man
the Master's
persecutest,
it shall
Yet
do."
four
in
all of
short
Scripture.'
we
discover
thus
study
while
that
to
Truths
common
voice
Me
city,and
the
as
saying,
thou
thou
comprised
a
to
these
1
the
facts of
there
is
them
which
Acts
is another
facts
ix.
3-6.
and
Scripture,
large
a
particulartime
there
is
that
"
and
must
in
Lesson
hear
of the
whom
shone
ground
the
waters
Lord?"
Thou,
of
form
can
we
persecutest
voice
sharp
light that
fall to
many
why
art
arise
told
be
great
trembling
I
"
the
of
the
to
shadows
;
by lightning ;
Saul,
hear
him
him
; see
sound
the
Saul,
but
of
dragged
dark
the
over
hung
images
and
scenes
Christians
imagination
conscience,
of
as
feel in
the
the
among
arrested
can
of
Stephen,
sorrow
had
stings
mental
of
death
the
Campaign
the
ment
ele-
belongs
and
place,
element
which
many
others,
and
Facts
is found
which
times
persons,
in
of
God,
met
him,
him
his
service
joy
who
of
grace
in
for, but
It
Bible
lesson
find
it
forgave
life of
a
of millions
one
this
that
only
him,
wonderful
universal
is this
sinner
a
ever-increasing
is but
Paul
wonderful
into
experienced
God.
we
to
with
number
vast
was
him
filled him
thus
every
Paul
called
gladness.
have
that
Himself
sins, and
and
is
the
element
an
a
other
to
study
we
of
It
:
while
revealed
which
relating
As
experience
who
41
discover
we
all ages
persons
grace
facts
places.
Saul
the
to
common
the
and
of
conversion
of
in
Truths
we
by
element
study
a
seek
to
are
of
the
facts.
So
the
lesson,
we
may
elements
those
and
the
contrasting
while
elements
which
eternal.
The
time, place and
times
and
are
the
belong
person,
persons.
the
the
the
truths
to
facts
are
universal
the
truths
of
truths
particular,
general,
are
facts
and
that
say
which
temporal,
places,
facts
are
local
those
and
particular
apply
to
all
V
THE
IN
ADVANCE
FIRST
mind
the
picturing
sensation
first
need
rampart
as
The
one.
detain
not
separate
a
for
It
(i)
Memory
the
lie wide
open
and
easily taken,
that
rather
Bible
than
a
long
in
(3)
the
from
In
the
acquiring
they
relate
be
said
the
first
a
of
rampart
this
account
individual
42
to
is
of
As
pened
hap-
but
only
notions.
directly
in-
dinarily
or-
attacked
will
the
the
lesson.
teaching,
so
the
land,
the
be
so
are
which
of
that
rampart
(2)
directly,
:
hindrance
distant
far
process
Why
following
this
They
illustration
the
truly
events
to
used
be
actual
new
reasons
teaching.
sidered
con-
teaching
several
a
this
be
the
often
the
of
or
through
are
in
in
the
memory.
in
undefended.
ago,
cannot
senses
may
gates
help
facts
lesson
long
us
parts,
ram-
as
capture
step
process
of
mentioned
was
outer
or
series
a
as
is
appear
process
of
the
Planning
44
greater the difference
mental
effort
and
form
to
mind
the
is
A
idea
new
a
has
there
one
one
sense
of
him
idea
a
close
ideas
as
it
kindred.
is
no
in the
mind,
were,
and
indifference
its
ideas
with
the
or
is
and
is
quainted
ac-
knows
rassment,
embarfinds
when
the
if there
it
and
is
other
feels at home,
place
among
already
there
new
If
and
So
mind,
idea
new
takes
if the
and
room
feel any
between
a
welcomes
the
the
the
and
feels
who
them.
into
he
withdraw.
person
he
a
If he
present
room
in
among
feeling of strangeness,
with
is like
people.
to
the
nor
relationship
connection
from
gladly welcomed,
comes
But
shrinks
embarrassment,
one
they
place readily
new
The
stranger,
that
if every
well, neither
his
new.
mind
else
in
him,
he
the
to
impulse
person
But
but
entire
evcry
with
him.
the
full of
an
strong
a
is
familiar
room
is
he
them,
compare
of
presented
Illustration
more
unfamiliar.
entering
person
them, the
to
notion
the
and
strange
between
required
the
welcomes
Campaign
idea,
there
it is either
its
have
is
treated
rejected altogether.
a
First Advance
The
is
This
law
of the
law
of
mind
mental
selects
Out
the
of
We
learn
what
number
of
into
and
imagination,
the
have
it attends, from
it
kinship
stock
the
mind
the
some
previously acquired
these
call the
coming
which
those
great
with
immense
the
senses
only
its
To
psychologists
impressions
through
with
which
apperception.
know.
we
of the
illustration
simple
a
45
of ideas.
others
it turns
away.
But
ideas
does
only
not
depend
the
their
upon
those
old
subconscious
them
comparison
the
old
then
the
ideas
time
ideas
the
are
time
buried
new
with
and
It
upon
in the
deep
in the
effort to
bring
made.
before
If, however,
actually
in
the
new
idea
is
quickly
comparison
are
is necessary
be
can
largely
ideas
are
consciousness
the
at
those
mind,
into
connection
depends
where
If the
of
already possessed.
r;;s^o:uB.'""also
mind.
reception
ness
conscious-
the
is
presented,
and
easily
made.
Thus
the
it will
be
seen
pupil's consciousness
that
at
the
the
contents
beginning
of
of
46
the
Planning
lesson
the
Campaign
greatly influence
must
If, for example,
the
coming
Z'ZtT'"'
whether
to
his prayers
answer
class
with
the
teacher
on
the
and
these
how
church
would
pupil
filled
week,
reading,
the
for
a
no
the
class
are
can
and
connection
receive
alien
truths
and
to
the
it
there
if the
past
that
other
be
xii. 3-19.
is
things
with
be
must
his
he
the
some
mind
before
The
ideas
which
driven
out
of
lesson.
Acts
pupil
of the
book
one
experiences
"
the
his consciousness
whatever
then
must
of
sensation, yesterday's
preliminary preparation
he
with
story
thousand
prison,'
But
experiences
the
lesson
of the
it.
newspaper
day,
the
prayers
mind
the
and
mind,
from
upon
the
game,
or
have
lesson
Peter
the
seize
with
latest
the
ball
that
of
God
to
come
teach
the
to
comes
to
to
of
ing
debat-
reallyexpect
begin
answered,
eagerly
been
were
wonderfully
were
had
in his
deliverance
been
subject
thoughts
to
were
and
had
the
on
he could
not
or
class
and
prayer,
before
pupil just
to
thinking
its reception.
which
do
;
facts,
have
First Advance
The
relation
some
it must
to
47
be
recalled
his
to
mind.
first step in the
The
to
doing
contained
those
to
of the
consciousness
his
into
mind
the
prepare
teaching
the
first advance
how
is the
is then
process
pupil by bringing
ideas
which
in the
lesson.
is
are
made
lated
re-
In
so
the
upon
memory.
But
the
of
mind
the
teacher
pupil ?
has
fore
PupT/Mind'^'^
But
has
as
studied
not
planning
her
the
her
she
his
school
his
about
point
Again
?
the
life,his
reading,
the
Then
the
contact
the
taught
easier
with
teacher
her
teacher
in
upon
his
mind.
and
his home
his
be
life,
ions,
compan-
she
what
She
has
fall back
his present
class.
cerning
con-
he
case,
more
it will
knows
be-
class, he
the
must
The
lesson
easily added.
are
recreations,
etc.
pil
pu-
ideas
some
pupil
is in
if the
the
to
often
so
lesson
of
the
acquires by studying
these
of
is
approach
knowledge
This
others
what
course
coming
which
suppose,
Of
studied
already
it to
know
to
to
knows
find
the
knowledge.
she
should
has
ready
alnot
48
the
Planning
think
has
that
is done
she
it
taught
with
Lessons
a
does.
of
record
her
first
should
lead
the
the
lessons
to
up
I
this
a
brief
new
one.
then
the
is but
there
then
the
is
if
But
fine
a
as
is
facts
or
truths, the
if the
the
incident
twentieth
for the
from
of
on
2
or
teacher
Hezekiah
objects,she
would
would
to
nection
con-
this one,
them,
the
over
sons
les-
finds
one
in its
For
day.
taught
for
happens
resembles
a
year
and
ample,
ex-
ago
in
prayer,
Kings,
of the
close
a
she
Hezekiah's
is that
prison, the
had
of
lesson
between
for the
one
teacher
chapter
day
to,
of
approach
and
back
go
closely related
her
keep
one
often
so
previously taught, until
that
will
preparation
little connection
may
pupil
and
is
last lesson
review
teacher
almost
previous
If there
?
les-
the
the
as
taught,
any
the
between
that
minds
planning
use
one
feared
skillful teacher
in
questions
she
dismiss
completely
But
be, Can
be
their
from
sons
when
lesson
teachers
as
often
a
It is to
once.
many
Former
Campaign
the
the
story
of Peter
deliverance
by recallingthe
son
les-
accomplish
sirable
de-
refresh
two
the
mem-
First Advance
The
of
ory
the
linking
in
day.
Much
passages
of
for the
lesson
and
thus
the
rendered
pil's
pu-
more
because
would
formed,
thus
work
Scripture together
systematic, and
and
the
to
of such
more
be
would
knowledge
easily
up
by teachers,
done
be
might
lead
and
pupil
49
tional
ra-
of the
be
sociations
as-
easily
more
recalled.
Jesus
of
makes
that
law
the
constant
In
the
Sa-
takes
the
with
conversation
His
teaching
considering.
now
are
we
in His
use
Illustration
The
Samaritan
maritau
woman,
well
water
He
Woman
was
familiar
so
great teaching
of
the
as
the
on
minds
based
of
His
that
when
the
shore
of
He
audience
on
could
look
and
see
hillside.
His
the
talk
Nicodemus,
sixth
with
chapter
eighth chapter
of
of
John
the
familiar
It has
Lake
at
to
the
to
to
the
the
of
heads
the
;
able
par-
audience.
reference
John,
for His
The
upon
sower
the
she
Jesus spoke
over
a
which
of life.
water
suggested
parable
with
starting point
is
sower
in the
scenes
been
the
of
his
ilee,
Gal-
of
work
the
His
on
wind
bread
this
in
in the
light
in
the
parables
of
the
the
Planning
^o
lost
sheep,
son.
His
of
rooted
the
is
in
sermon
admirable
an
this
He
spoke.
Peter's
Acts
Sermon,
of
chapter
of
example
the
principle,
beginning
^
^
docs
with
the
ecy
and
leading
of
use
^
Illustration
is
and
experiences
second
the
kingdom
teaching
whom
to
prodigal
the
His
scenes,
people
the
to
of
all
familiar
of the
thoughts
Acts
fact
in
"
in the
So
reference
constant
heaven
coin, and
lost
the
Campaign
familiar
it
as
^
proph-
ii
truths
great
The
concerning Jesus
address
Antioch
in
of
Pisidia
of
uoTpIT
Paul
in
in
the
Acts
is
the
His
had
audience
and
Him,
talk
address
his
about
stood
given
people
if Paul
were
to
had
Jesus, they
him,
him
probably
and
their
Jews
their
and
minds
did
not
Jesus.
of
immediately
But
some
of
heard
never
not
most
began
of
the
to
under
have
would
Paul
ex-
law
about
not
perhaps
attention.
good
Paul
begun
would
of
chapter
of the
use
telling
by
rection.
resur-
synagogue
another
apperception.
begin
the
thirteenth
of the
ample
and
the
to
up
have
of these
by
calling
re-
facts
of
the
Planning
52
between
likeness
Phcenician
of
of
the
Capernaum,
Transfiguration,
but
by
side
how
!
God
calls
Abraham,
to
and
be
Moses,
noticed
the
of
Mount
brought
real
are
their
by
Samuel,
semblances
re-
in which
ways
shown
striking
between
reference
Isaiah
David,
those
of Peter
that
between
Matthew
Jeremiah,
notice
of
Cornelius
;
the
man
the
impotent
in the
experiences
of Isaiah
in the
the
fifth
in the ninth
contrast
man
noble-
rich
of
eunuch
striking
man
chapter
Lord
the
story of the
Ethiopian
notice
the
note
perience
ex-
Baptist
the
John
prophets
differences
the
Bethesda
both
the
young
the
the
for the
different
prison ;
and
different
; how
and
in
lessons
lesson
of the
of
be
may
former
of
How
day.
Contrasts
contrasts
facts
the
and
blind
the
Paul.
Sometimes
and
and
are
different
the
the
they
and
might
men
of
Syro-
Nain,
Jairus,
when
deep
So
of
foot
the
at
side
widow
the
boy
of the
experiences
woman,
nobleman
father
the
Campaign
at
of
chapter
and
contrasts
the
John,
of that
Pool
and
;
version
con-
of
tween
beof
the
Gospel.
First Advance
The
Sometimes
the
previously
teacher
used
facts
resembling
and
pick
up
teach
there
found
a
hand
truth
which
has
experiences.
The
by recalling a
one,
same
and
then
truth
is found
by
teacher
proceed
facts
of
may
and
which
of
been
semble
re-
a
in the
where
point
facts
the
religious
a
out
human
the
begin
in
in
different.
variety of
taught
lesson
taught
great
may
to
the
entirely
any
truth
facts
the
lessons
^^^^
be illustrated
pupil
teacher
facts
the
Almost
that
Bible.
^^^^^
Taught'''''''""''''
may
from
newspapers
are
in the
previous
truth
to
of the
to
from
incidents
other
the
tions
persecu-
tain
particularscon-
some
watchful
the
in which
those
may
the
lesson.
answers
contrasts
or
So
magazines
On
the
knowledge
in
teacher, may
lesson.
often
of
deliverances
signal
the
resemblances
the
contrast-
religious experiences
other
within
come
the
or
thosc
contain
or
concerning
conversions,
tions
illustra-
which
Christians, remarkable
of
have
her
by
Facts
danger,
recall
may
fratl^ns'"""'^^S wlth
prayer,
53
son
les-
previous
how
of the
the
lesson
for
the
discovery
times
many
new
little
in
life.
teaching
new
home
It is
thus
enforce
repeated again
that
of the law
is fixed
knowledge
the
is
and
system
to
aiding
running
The
may
thus
for
distinction
used
the
will
resemblances
be
teacher
in
and
semblances
re-
by
is
which
ing
is exercis-
pupil by
sisting
as-
edge,
his knowl-
orderly
an
up
who
keeps
mind
the
of
become
the
stantly
con-
lessons
son
compariexpert in
differences
connecting
out
teacher
purpose
soon
by
let it be
pointing
build
in her
over
previously taught
detecting
And
arrange
to
good
truth
same
of the
him
mind
of
memory,
powers
by
ences,
experithe
of association
classifyand
of truth.
and
thus
in the
reasoning
him
into
differences, the
and
use
and
facts.
an
make
illustrated
facts
the
in
to
lights
de-
repeated
elements
the
concrete
pupil
would
thus
deeper
of
one
to
fresh
and
making
form
widely differing
and
new
which
truth
clothed
aspect
new
impression, when
and
a
of the
a
abstract
an
is driven
and
of
A
truth.
on
mind
The
deeper meaning.
old, familiar
truth
familiar
facts takes
concrete
in the
Campaign
the
Thus
day.
fresh
with
but
the
Planning
54
which
lessons.
VI
THE
IMPORTANCE
OF
THE
carried
HAVING
and
pupil
with
now
ready
next
rampart
it
is
from
of
the
advance
to
which
and
it
that
this
In
is
attack
that
it
be
must
of
one
.'T.-L'Nt.rf;may
be
and
present
sensations,
of
past
and
sensations
or
(4)
sensations.
a
55
are
lated
re-
teacher
is
imagination.
As
of
the
studied
be
must
derive
we
the
first,
lesson
facts
made.
which
notion
that
(2)
it
(i)
from
combination
of
of
have
a
nation
combi-
a
memories
we
was
image
and
derived
a
it
mental
a
combination
As
truths
the
that
(3)
sensations,
the
carry
single sensation,
of
and
upon
formed
be
can
of
which
individual
an
is
facts
the
the
ory
mem-
mind
lesson,
teaching
describing
the
and
facts
facts
the
in
is
lesson
the
truths, the
lesson
said
familiar
of
rampart
recalling
is
those
to
the
prepared
by
he
which
IMAGINATION
of
past
memories
seen
Bible
The
56
Attack
relate
facts
events
to
Imagination
which
happened
long
time
presented directlyto
the
countries,
be
the
on
mind
is the
notions
of
have
never
which
of
With
these
such
aids
in
and
mental
new
greater
less
or
use
neglected
of
in
have
senses,
of past
memory.
with
it
it
to
by
scription
de-
constructs
a
in
may
a
actual
the
event.
the
we
deem
to
quote
is
What
subject presented
the
a
to
much
so
that
teaching
here
it necessary
from
a
educators
him
of
:
instrument
gets
is
out
our
the
upon
says
great
child
few
"
Dewey
John
image
is
imagination
leading
instruction.
given
resemble
"''^""
mental
events
the
picture which
or
ing
form-
In
the
Sunday-school
Dr.
facts and
part, and
in
or
degree
or
DewTy
subject.
in
comparisons,
place, person
The
whole
image
by
images
upon
stored
it may
as
power
and
to
present
draws
impressions
the
of such
places
been
sense
But
imagination.
persons,
imagination
cannot
senses.
notions
power
and
ago,
wonderful
most
form
it may
that
the
another
has
which
a
away
in far-
of
simply
The
of
any
the
The
which
images
it.
to
I
certain
it that
the
the
things
child
indefinitelyfacilitated.
I believe
time
the
and
and
preparation
be
might
attention
in
training
and
imagery
that
of
in
seeing
of the
it
to
he
in contact
comes
Patterson
Natural
in
Way
Du
Bois
which
beget
before
the
deed
or
that
ing
grow-
subjects with
which
habits
of
1
"
these
action
a
.
memory
My
worthy
.
.
as
Nothing
an
Pedagogic Creed,"
right
thought
the
image,
setting
living
a
is
so
sistent
per-
image, nothing
p.
14.
:
indirect
and
is
The
says
thosc
sccuring
^
"
on
Training,"
right feelings
mind
the
experience."
among
of
was
and
Moral
Chief
pended
ex-
of
he
in his fine book
modes
picture.
in
in his
Bois
Du
"
Patterson
various
lessons
power
continually forming definite,vivid
images
the
to
profitably
child's
a
be
much
given
and
wdsely
proper
would
now
in
spent
presentation
more
the
making
forming
instruction
of
of
were
was
57
regard
towards
of
images,
work
with
nine-tenths
directed
present
to
forms
if
that
learn
children
Imagination
himself
he
beheve
at
energy
seeing
of the
Importance
The
58
Attack
controls
so
in
writes
or
sermon
or
even
The
.
the
vivid
a
and
of
that
phrase expressions
followed
are
real
no
by
do
function."
Mr.
Du
Hall
Bois
saying
as
Stanley
that
all
the
of
than
human
is
all
human
any
trained,
faculties
other.
lately urged
all
Some
that
the
and
rest
if
Stanley
phi-
some
Frosc-
Tainc,
this
the
most
authorities
faculty
almost
be,
potent
high
more
about
may
is
would
have
of
and
this
think
to
form
the
of
image,
no
Parrish,
of
one
forms
tend
like
is
when
There
George
However
thought.
imagination
dead
and
this
and
only
call up
images,
hammer
represented
Parker, said
Words
we
losophcrs
That
image.
Dr.
Again
"
:
in
George
W.
they
quotes
story
longest.
through
which, because
not
the
mental
a
teaching
words
told
functioned
are
speech
best, penetrate
imaging.
was
who
figure. Fable,
educators, Francis
attention
they
well
their
stick
dull
a
one
rhetorical
and
deepest
prince
by
allegory, at
writer
.
pictures. Many
is redeemed
parable
Imagination
ideals.
.
lives
is
the
on
creative
were
take
have
well
care
6o
The
times
it
story
in the
Good
the
etc.
Wendt
work
of
visible
in
was
in His
fact
divine
a
real
;
they
perfect
as
power
and
fact
a
teacher
grasped
by
of which
lies
the
a
abounded
ideal
of the
wonderful
easily
can
and
seizing
concrete
some
which
that
better."
skill in
mind
ciple.
prin-
actual, of
in order
God
this
in allegories
in the
man
Christ's
imagination
great
trations
illus-
itself is, as
concrete,
just
facts
;
of this
of
it
parables involving
the
the
made
figurative
know
is
before
of
group
He
He
image
secrets
up
ing
teach-
supper,
things
see
themselves
holding
or
to
in the
the
of His
incarnation
the
manhood
of
One
active
announcement
needed
should
they
whole
common
the
needed
Men
the
and
; in
utilizing
In
last
Then
metaphor
widow's
the
example.'
life.
the
coat,
mill, the
'
or
tion
illustra-
stolen
exposition
by comparison
it were,
the
that
own
own
and
picture
in visual
or
;
at
an
His
comparison
word
Samaritan,
Jesus
simile
vivid
observes
through
Imagination
cheek, the
grinding
women
mite,
in
parables
smitten
the
the
on
given
was
as
as
two
Attack
at
spiritual truth.
the
be
heart
VII
GENERAL
individual
AS
in
facts
Bible
of
knowledge
study
notions
as
facts,
we
and
mind.
pupil's
bring
of
the
the
she
pupil,
make
cannot
her
the
the
have
them
that
to
what
see
the
attack
in
teacher
the
can
imagination
vividly
she
and
She
imagination.
own
pupil
lutely
abso-
rampart
the
before
must
before
distinctly
before
vividly
is
plan
this
carry
But
facts
it
should
teacher
how
see
at
the
through
essential
lll^ZtT
by
arrive
we
truths
general
individual
of
grasped
are
and
lesson
the
or
study
imagination,
the
a
PREPARATION
does
not
herself.
see
Here
is where
fail.
lesson
this
(i)
causes:
that
For
the
;
failure
Teachers
important
truth
Sunday-school
many
there
have
thing
(2) they
have
61
in
are
been
the
never
ers
teachseveral
taught
lesson
made
is the
any
62
The
Attack
have
they
vividly
the
before
in
helps
in
with
critical
etc.
(6) Then,
had
the
and
either
or
just pointed
giving
this
how
the
to
out,
considerable
son
les-
the
give
the
cretely
con-
facts
taken
up
applications,
have
not
of the
importance
cultivate
will
we
facts
study psychology,
to
of
pic-
teachers
teachers
many
in
(5)
largely
are
be
of the
facts
for
pardoned
the
to
space
In view
it.
and
importance then,
its great
of
too,
opportunity
imagination
;
homiletical
notes,
learn
to
by
developing
vividly,but
thinking
lesson
imagination
use
(3)
;
Considerable
the
get
constant
little assistance
and
to
of
than
(4)it takcs
;
effort
habit
rather
words
turcs
of Failure
imaginations
the
into
gotten
in
causes
their
cultivate
to
attempt
Imagination
the
on
of
study
subject.
There
making
several
are
of
good imagination.
a
(i)
be
"""'
imagStiol'
(2)
;
(3)
which
for
recall
power
of
store
material
to
power
impressions
a
impressions
the
;
that
elements
such
to
go
There
to
the
must
past mental
furnish
may
the
new
past
recombine
ture
picmental
such
General
memories
(4)
into
a
when
power,
vividly and
teacher
for the
and
the
see
and
her
;
called
re-
ture
pic-
new
(5) power
It will be
to
well
imagination
own
if any,
one,
thus
are
rapidly.
study
to
in which
see
to
distinctly;
easily and
all this
product
memories
such
63
mental
new
recombined,
and
do
Preparation
of
these
ments
ele-
it is weak.
It will
usually
for
cause
a
be
found
imagination
poor
material
sense
be
does
presented
to
the
colour
imagine
and
born
form
raised
vivid
no
The
peak.
raised
in
of
in
the
realize
a
the
picture
of
in
great
country
life of
reading poetry
or
the
it
he
who
fiction,we
A
child
plains can
mountain
cannot
has
vivid
who
has
in the
been
not
can-
form
extremely
dweller
man
tropics
One
can
which
has
lofty
city cannot
finds
that
yellow.
a
of
to
image
great
life,while
lack
which
blind
the
ice is like.
country
the
of
upon
dweller
what
imagine
A
senses.
is the
anything
something
the
principal
from
of
formed
resemble
not
the
mental
No
draw,
Material
Sense
that
been
tures
piclived
difficult to
city.
constantly
In
draw
Attack
The
64
familiar
upon
these, often
with
form
we
of
scenes
our
but
with
past life,and
own
slightchange,
very
of the various
background
the
Imagination
the
on
scenes
depicted.
Even
where
there
which
upon
be
of
of
Memory
that
ninety
the
that
senses
do
make
we
The
deliberate
varying
quickly
pass
what
did
we
litde
time
to
Thus
lack
of
A
lack
through
Seldom
recall them.
to
Most
recall
to
to
of
us
us
these
becomes
the memory
lives
daily
our
happened
effort to
pressions
im-
It is hard
last year.
is
call
re-
last
give
ences.
experi-
weak
from
use.
third
of
the
what
or
last month,
week,
of
oblivion.
into
mind
effort
experiences
be
sense
recalled.
never
are
of
the
upon
It may
imagination
numbers
made
are
lack
recalling past
of
cent,
Immense
memory.
iu
of
impressions.
per
rial
mate-
imagination
because
poor
practicc
sense
said
of
fund
a
the
draw,
to
may
Neglect
be
may
of
cause
power
to
image
distinctly
William
James'
a
poor
imagination
visualize, that is, to
when
larger
recalled.
work
see
a
the
Prof.
In
"
on
is
Psy-
General
"
chology
is
there
which
Preparation
conducted
was
by
tiie
to
as
people
sent
Galton
of
Professor
out
list of
a
Professor
persons.
Galton
of
tion
investiga-
an
visualizingpower
different
fn?estitions
number
of
account
an
65
to
large
a
as
lows
fol-
table
as
questions
:
Picture
it looked
breakfast
yourself your
to
Now
morning.
this
the
answer
lowing
fol-
questions :
?
fairlyclear
the
actual
of
at
sharpest
of
meat,
the
than
Are
had
general
Galton
no
mental
society he
larger number
to
of
real scene?
bread
colours
have
natural
and
been
many
on
scientific
In
whatever.
many
the
?
that many
imagery
women
of
mustard,
crust,
may
and
found
place
moment
one
the
found
is the
or
any
whatever
quite distinct
Professor
at
the
toast,
parsley, or
table
or
objects pretty
time,
definition
the
all the
same
Colouring.
china,
dim
image
brightness comparable
Are
the
contracted
(3)
the
?
scene
defined
more
men
Is its
Definition.
(2)
well
Is
Illumination.
(i)
men
and
boys
a
and
66
The
Attack
girlsvv'ho
declared
mental
their
and
teacher
and
endeavour
herself
they habitually saw
it
this
vllua'JrrrpLer
weak.
is
this
lack
of
from
case
of
scientific
Professor
be
and
and
brought
by
to
the
she
places
met,
the
to
form,
It
is
her
for
plan
scene
steadily
for
close
the
Then
eyes
and
opening
the
that
may
in the
as
by
to
it may
so
the
readily
the
practice
teacher
her
she
good
a
find
greatly strengthened
of
they
SUCh
of
time
take
UpOU
referred
visited, the
has
pos-
high degree
scenes
pictures
let
this
a
Let
practice.
be
may
much
weakness
men
on
she
exercise
If this is
Galton.
regained
will
But
simply
the
doubt
many
arise
how
power
No
SCSSCS.
test
describe
experiment
discover
to
visualizing
power
could
detail.
try
a
tinct,
perfectlydis-
was
They
in minute
the
Imagination
that
clear.
imagery
Let
that
and
imagery
full
the
on
has
to
come
to
look
to
eyes
she
persons
In
seen.
the
slowly
at
a
see
calling
re-
the
has
doing
pictures
first.
at
picture
or
and
then
it in the
mind.
moments
some
try
childhood,
permit
may
efficiency
again
the
actual
a
68
The
people
have
of
most
Attack
the
snap
it takes
picture
If there
were
these
see
"
shot
"
us
the
on
"
a
some
to
how
see
these
which
by
pictures
see
as
we
plates,
our
poor
mental
the
low
al-
to
exposure
on
photographic
amazed
"
time
way
mental
With
imaginations.
form
to
Imagination
plate.
could
we
perfect
im-
see
can
would
we
be
shot
snap
tures
pic-
are.
Power
well
to
to
as
use
the
imagination
rapidity
tice
Practicc
pictures vividly as
new
will
and
and
children
rule
a
vivid
were
vivid
reasoning
of
numbers
habit
of
Thus
the
from
lack
Where
has
powers
been
they
as
develop
;
general notions,
thinking
in
imagination
mind.
memories
in
when
tures.
pic-
they
and
form
becomes
no
they
older
grow
the
large
get into the
in abstract
words,
this
teachers,
imaginations
But
young.
the
think
They
Sunday-school
had
doubt,
strong
prac-
of
facultyof
imaginations.
Most
with
come
have
and
ease
cultivation
wonderful
As
with
weak
terms.
simply
of exercise.
the
proper
neglected
use
of
the
it will take
imagination
considerable
General
mental
effort
for
to
its
the
out
carry
but
will
ergy
give
be
amply
and
all
will
her
give
repaid
to
in
reading,
to
her
by
the
which
delight
as
in
the
necessary
imagination
will
foregoing
improvement,
who
I'l^Tnatio?''
69
Preparation
well
she
as
teaching.
the
teacher
time
and
cultivate
this
increased
will
the
gestions
sug-
the
manner,
ment
enjoy-
obtain
new
en-
from
power
it
VIII
SPECIAL
PREPARATION
studying
IN
the
biography,
where
the
The
should
study
the
complete
The
writers
of
sense
;
work
be
stories.
Even
short
stories
sense
of
the
in
teacher
single
there
for
the
for
lesson
is
this
unity
pupil.
70
a
how
and
literary
how
to
end
their
and
very
this
displayed
proper
will
of
by
fore
there-
fine
to
paragraphs
A
They
begin,
to
always
impression
helps
literary unity.
had
and
climax,
ends.
it
space,
regard
how
the
largely
of
literary unity.
deepening
the
a
the
or
carefully
note
disregarded.
stories
knew
to
up
any
these
they
read
where
in
limitations
show
should
determined
^^^
rarely
history
and
printed
verses
Bible
and
context
begins
story
lesson
teacher
its
and
lesson
of
portion
a
the
b)^
regard
greatly
lesson
aid
upon
in
Special Preparation
each
In
be
incident
found
story there
or
number
a
The
changes
teacher
should
make
which
scenes
lead
of
the
restoring
man
in
the
ninth
be
might
blind
the
in
man
blind
(4) the
his home
the
feelings); (5) at
from
the
the
to
the
of the
with
Pharisees;
Jesus.
Let
covered
scenes
life of the
blind
which
him
and
to
of
the
the
a
the
to
utmost
the
blind
the
John's Gospel
Scene
:
The
i,
of
coming
Pool
of
(10)
certain
were
may
;
and
of
(2)
Jesus
pool (histhoughts
noted
man,
the
wayside (beforethe
neighbours
it be
in
which
Siloam
;
and
(6) the
;
(8)
;
the
(9) the meeting
the
that
meeting
each
length
include
the
;
seeing"); (7)
(not mentioned)
discovery
the
of
pool ("came
home
return
may
(not mentioned)
Jesus) ; (3)
journey
journey
by
them.
Thus
sight
follows
as
beggar
of
coming
of
chapter
divided
of
teacher
mentioned.
story
these
note
it,or
to
up
those
between
occur
scene.
mentioned
not
are
which
but
story
the
usually
of
list
a
Sometimes
add
will
of
and
Scenes
71
of time
these
in the
experiences
deepest
importance.
of
with
Yet
interest
so
con-
The
72
densed
Attack
how
**
in
much
blind
with
the
details
She
must
the
blind
the
aid
the
that
at
to
realize
order
to
story, it will
get
a
in the
briefly.
place
of
story, and
and
thought
felt
be
often
Preceding
the
which
in the
example
in
take
might
with
unclean
very
probable
with
this
from
account
strange
the
of the
when
For
in the
scene
the
spiritbefore
that
with
story begins.
chapter
up
events
that
to
up
of the
second
the
teacher
an
study
and
he
affliction
community
agogue
syn-
of Mark,
life of
the
the
man
It is
that
day.
was
first seized
he
either
was
where
superstitiousfears
a
and
back
go
scenes
lead
which
Events
helpful to
the
for
perspective
proper
study
on
so
of the
he
how
fillin
story develops.
In
driven
related
stage
of
this story
imagination
thus
each
man
joy
seeing."
into
put herself
to
the
came
her
of
words
four
of
enter
of
are
strive
try
"and
would
who
teacher
those
; think
are
Think
two.
or
"
birth
of them
some
in
journe}^
return
must
word
a
his
Imagination
that
included
is
must
as
but
from
that
The
narrative
is the
included
the
on
he
of
lived
those
Special Preparation
him,
about
constrained
to
of
Think
live in
the
of
think
he
the
after he
will throw
lesson
feelings and
of
the
just before
of
of
the
of
the
leper
of
the
rich
woman
; of
order
and
their
Every
must
to
they
a
thoughts,
for the
the
son.
les-
lican,
pub-
;
of Mark
thief
In
thoughts,
related
go
in
back
the
;
the
on
Damascus.
as
;
Nicodemus
the
their
to
study
; of Zaccheus
their
in the
of
story
the
and
scene.
picture,like
mental
have
appear
first
their
to
actions
is necessary
the
; of
day
just before
chapter
way
fullyinto
where
up
the
brief
a
; of
second
ruler
on
enter
Scripture, it
point
the
the
Matthew
Samaria
young
Saul
to
feelings
lead
in
and
him
Jesus met
before
day
passage
life of
of
Then
persons
the
liness,
lone-
despair
the
light on
in
acts
Think
cross
leading
so
tombs.
manner.
Such
Saviour.
the
met
the
and
synagogue,
lives of the
of the
the
the
felt
suffering, the
the
between
contrast
into
went
amid
or
life in this
his
himself
fellows, and
hopelessness
utter
spending
one
his
caves
misery,
the
have
may
from
hide
to
out
gone
he
else
or
73
background.
every
The
real
ture,
pic-
teacher
Ihe
74
must
on
the
to
form
a
In
order
Attack
next
try
background.
Imagination
vivid
do
to
accumulate
Background
The
Bible
history
Holy
Land
this, but
historic
had
of
with
furnished
New
the
such
Bible
should
be
pictures,but
descriptions
teacher
can
"
Sinai
**
Historical
and
Thompson's
Holy
Land
lens
of
find
should
they
of
be
to
of
the
those
as
with
The
glance
a
them
should
long
like
the
Holy
Bible," should
the
Stanley's
Adam
Book,"
to
be added
wherever
Books
and
the
study
transferred
are
scenes
Geography
and
is to
now
study
these
them.
Land
for
realistic.
Palestine," George
"
question
Underwood,
satisfied
the
for
such
and
To
memory.
help
thing
especially
not
the
to
stereoscopic pictures
double
are
of
Photographs
Underwood
by
and
events
history are
The
must
lands
best
the
best
next
patiently,until
own
of
out
this
mental
visit
the
places.
in
York,
teacher
"
is
of
the
A
be
these
spots
the
occurred.
in abundance.
taken
her
where
this
as
pictures
and
places
teachers, the
most
at
of
this, she
store
a
imagcs
would
picture of
Smith's
Land,"
Geikie's
not
only
The
76
Attack
vividness
the
to
those
story
us
of
the
closer
study
to
old
the
in
The
world
and
Saul
foot-hills
and
of
city
of
the
place
doubt
of
Gethsemane,
to
easy
Bible
as
the
spot
Jerusalem.
Many
or
low
try
coun-
the
should
to
While
the
of
the
there.
carefully
From
the
there
location
crucifixion, the
etc., yet
the
hills, valleys,
back
exact
in
in Bible
scenes
located
wcre
work
times.
to
of
plain.
buildings.
quite
place
stood
under-
hill
central
and
will be
much
the
to
lives
Shephelah
city, its
walls
in
the
modern
streets,
was
are
teacher
The
it
better
history
Jerusalem
its
David
important
most
study
brings
and
interesting historic
is the
It
The
Philistine
most
of the
Palestine.
between
lying
the
their
at
idea
well.
Hermon
of
study
a
Gerizim,
them
far better
the
at
snow-capped
after
and
great transfigurationscene
scenery
Samson,
a
woman
the
Ebal
istry.
min-
picture of
a
lying between
will have
edge,
eastern
mountains
Well
Jacob's
with
in his mind
has
hoary
two
Imagination
story of Jesus* Galilean
who
One
the
on
main
this
it
city as
is still
of
garden
features
the
of
re-
special Preparation
main
the
interest
the
enable
the
with
sufficient
teacher
of
tainty
cer-
picture them
to
imagination.
The
who
teacher
will
descriptions of
and
Picture
is
a
gallery of
recalled.
find
soon
in her
up
pictures which
such
the
Bethel, Samaria,
which
will
vivid
pictures which
of the
lesson
the
Bible
She
will
and
many
home
the
long
these
her
only
new
land.
sweep
that
a
which
teaching.
book
of the
the
the
feels
have
centuries
come
over
truth
there
for
So
her.
to
for
truly wonderful
It is
of
she
mind
background
and
love
of
names
her
sense
scenes,
heart
that
to
changes
a
deepening
a
in
up
second
in
have
become
reality of
grow
own
will
or
Lake
will be
the
studying
quickly
the
before
will form
is
she
mind
own
Jordan Valley,
of Esdraelon,
quickly bring
she
Capernaum,
Jericho, Carmel, Gilboa, Tabor,
Galilee, the plain
Holy
that
are
Jerusalem, Nazareth,
Hebron,
the
practice recalling
wiU
storing
study pictures
places in
and
them,
Gallery
thus
historic
Land
A
principal places
located
be
can
to
in
and
same,
77
will
land
her
that
and
the
the
face
78
The
of the
Attack
earth,
the
even
should
actual
remain
If the
of
much
so
the
original scenery,
life,habits, costumes,
towns,
the
on
scene
is in
house
should
house,
a
be
in
palsy
a
of the
lesson
small
top, covered
which
lines
made
a
up
drawn
stairway
out
side
used
model
the
for
of
a
at
occurs,
furniture,
mind.
small
all
Such
with
the
The
cost.
on
A
teach
to
with
the
took
in the
hole
on
paper
and
stones,
with
a
be
these
this
could
model
a
was
of
Models
interior
wall," etc.,
room
fective
ef-
an
This
of lessons.
of houses
should
of
pasteboard running
its walls, windows
Dwelling
brown
box, and
on
be
Mark,
a
class of houses.
chamber
"
of
number
class
the
scene
a
of
indicate
taught.
was
poorer
better
obtained
of the
to
man
cut
light
were
along
box,
it with
lesson
be
starch
empty
of
model
will
desired
chapter
picture
here.
of the
healing
second
the
A
house
teacher, who
the
to-day.
assistance
great
Scenes
formed.
oriental
spots,
mental
a
and
same
in this little country
an
House
Imagination
of the
social
topography,
the
on
yard,
courtcan
where
be
the
(ifany), doors,
brought
details
before
helps to
the
hold
Special Preparation
before
image
the
Stapler's
teacher
the
give
customs,
As
such
"
their
the
the
ideas
Life,"
of how
their social
funerals,
occupations,
people
mental
images
of accurate
Bible
in
country
essential
in
in
like
etc.
Palestine
know
how
housetop
without
all
are
things
number
in the
that
of
has
As
these
the
lessons
Such
the
for the
life in that
teacher
is
may
not
describing
such
said
who
could
pray
falling off, but
"
on
she
the
God
with
!"
scenes
a
to
knowledge
teacher
Peter
life of St. Paul
synagogue.
teacher
necessary
in
the
possible
of
the
pictures of
blunders
that
help
times.
order
serious
not
and
Christ,"
they lived, their
way
will
construction
A
like
Social
correct
in Palestine
accumulate
did
of
its
but little through the centuries, books
travel
scenes
books
Time
life, their
life of
changed
make
of
feasts, weddings,
as
home
the
develop
furnishing their houses,
of
manner
the
to
in Oriental
people dressed,
the
of
in
"Studies
etc., will
and
reading
Palestine
"
Trumbull's
"
mind
careful
A
vividness.
the
79
in
the
occur
life of
Christ
in the
Jewish
preparation
teacher
should
for
teaching
study
the
Attack
The
8o
interior
They
roofs
of
chief
worshippers
the
a
latticed
a
lesson
looked
the
like
in
during
it should
be
the
Isaac
be
and
to
Beersheba.
for
the
garments
With
journey,
and
his
his
gathered
was
studying
of
form
in the
same
at
Mark,
a
vivid
it
pose
Sup-
in the twentyof Genesis
bid
had
gone
that
farewell
out
filled with
wallet
in his
air,
open
way.
had
staff in his
up
as
story of Jacob's
Bcthcl
at
J Jacob
Rebecca
and
incident.
in the
studied
the
these
chapter
is located
studied.
for
synagogue
eighth chapter
is to
the
of this synagogue
vision
Open
and
In
it is the
In
elders,
There
women.
dramatic
that
scene
a
desk
endeavour
were
the
benches
second
the
rows
end
for
in the
interior
of the
Where
the
by
One
floor.
the
on
scene
should
teacher
picture
sat
with
shape
without
were
gallery for
Capernaum
the
had
; others
worshippers
At
seats
them
of
Some
lamp.
in
law, the reader's
for the
buildings.
supported
pillars.
the
ark
these
usually rectangular
were
Synagogue
the
Imagination
of
arrangements
flat
The
the
on
hand,
girdle,he
and
to
from
food
his
started
SpecialPreparation
his
on
he
sunset
on
of
loneliness
the
valleys
and
weary
meal
;
with
a
stars
is broken
his
of
scenes
of
clamour
of
him
lies
his
down
head
kine
; the
the
;
face
the
teaching
that
God
dangers,
;
its
his
at
herds,
the
the
of
had
flocks
of
;
some
ories
mem-
him
the
:
Beersheba,
noise
; the
and
milking
meal, the talk and
of
tales
the
;
camp
father, the face of his
his
childhood,
received
Abraham
sin ;
before
camp
and
grandfather
clear
eyes,
evening
he
; the
his
the
scenes
to
closes
of his old
with
about
cry
then
his
lonely
the
songs
of
his
eats
only by
laughter, the
mother
is footsore
his cheeks
the
watering
of
fan
life float
past
coming
the
; he
over
the
breezes
he
As
animal.
evening
of
is
sky
is
shadows
he
pillow
soft
air ; the
of
the
dark
; he
He
evening,
his garments
a
blue
silence
wild
homesick
for
the
him
At
night.
shining brightly through
are
Syrian
the
around
gathering
The
of
hills,the
are
stone
sleep.
the
and
and
stillness
the
North.
the
for the
rest
to
stops
hilltop;
a
towards
long journey
8l
then
uncertainties.
; the
; the
the
the
ligious
re-
stories
covenant
future,
Lonely,
its
home-
82
The
Attack
sick
and
that
beautiful
of
the
of God.
and
house
of God.
This
So
wherever
the
efiort
house
or
should
the
be
made
thus
in
studied
the
the
be
be
Studied
in the
persons
of the
and
chin, the
that
the
each
act
tone
that
he
before
of these
performs
the
forehead,
of the
the
is
he
in the
mind.
details
is harder
voice, each
while
longer
the
mouth
gesture
speaking,
scene
The
of
dress
the
expression
makes
may
it becomes
face
The
of the
the
tures
Pic-
costumes
hair, the
the
eyes,
person
brought
number
fore
vividly be-
studied.
until
scene.
The
imagine.
look
be
it
picture
to
easy
to
open
background,
must
scene
Persons
the
the
determined
a
bring
to
the
laid, in the
seaside, in
of oriental
The
than
top, along
synagogue,
be
is
of heaven."
gate
mountain
or
sense
ful
dread-
other
may
or
a
mind.
Having
persons
scene
it
How
none
is the
lake
highway, by
field,in
is
hillside
the
valley,on
it not.
This
comes
Surely Jehovah
"
I knew
place.
Then
with
dream, bringing
place
is this
the
Imagination
afraid, he falls asleep.
nearness
in this
the
on
may
all
greater the
the
image
The
84
the
in
Attack
mind
had
have
at
the
on
the
memories
the
moment
that
of
Memories
his
the
he
is what
into
up
crises
and
do
not
in the
and
and
life.
the
his
a
place
him
demand
would
Moses,
memories
King
of
of
made
him.
moment
any
if
even
to
us
are
cially
espe-
they
should
the
person
realize
In such
of
of
in his
at
that
Israel
it dawned
place,
Joshua,
David
of Israel after his
long
example,
Samuel
and
The
of
he
and
of
think
welling
him
him.
when
that
as
to
come
and
the
to
put yourself in
to
upon
to
for
came
moment,
would
mean
lesson
a
Judges
king, try
that
as
ences,
experi-
past life leading up
lesson.
memories
within
at
put ourselves
we
demanded
Samuel's
life has
is
great turning points
But
help
elders
the
individual
They
the
at
so
if
over
moment
all his past
may
eighth chapter
the
where
of
in
in the
scene
in
do
lesson
run
and
it will
so,
of
sum
consciousness.
to
apt
each
son.
les-
of his past life lie in his subconscious
mind
rush
Hfe
may
in the
given
any
his past
memories
These
person
related
At
Their
Imagination
this
what
farewells
Samuel
was
up
;
the
anointed
trying ordeal
85
SpecialPreparation
disciplineunder
of
God
of
walk
with
Elisha
of
the
memories
led
in
night
forth
those
the
day
next
that
semane
night
By
dwelling
:
find
we
is
this
in
yourself
the
expected
Saviour's
Garden
these
place,"
which
in
the
ories
mem-
tion
imagina-
into
these
of
process
ples'
disci-
of Geth-
in
coming
be
to
; the
; our
fellowship with
his
during
evening
on
part of that
a
of blindness
last
in the
ourselves
and
sympathy
All
Jerusalem
awful
he
he
Paul's
;
days
his death
to
that
on
Lord
memories
when
prison
in
room
three
ories
mem-
when
the
; Peter's
memories
upper
of
last
rebuilding
memories
rejected
during
; the
the
at
that
Jeremiah's
;
Jerusalem
Hebrews
in Damascus
that
during
Jordan
Saul's
;
himself
found
fall of
aged
temple
the
to
the
at
the
providential guidance
Elijah's thoughts
;
memories
of
the
closer
persons.
"
putting
is essential
sympathetic understanding
of another
to
man
hu-
soul.
It
is not
person
very
persons
easy
to
in this broad
complex
are
form
from
picture of
Personality is
sense.
thing.
formed
vivid
a
Our
a
a
a
conceptions of
large
number
of
86
Attack
The
the
on
made
single impressions
But
under
to
the
will take
study
growing
vivid
in the
him
picture
deeper
of
mind
the
in the life and
It
be
may
of the
of
the
mbrNe"s:LT t^
is
make
large
teacher
who
demands
has
work
will be
satisfied
each
lesson
as
In
from
taking
which
it
with
comes
series
a
up
desire
any
they
taken
are
straight through
from
this
a
were
done
at
average
does
teaching
teacher.
succeed
No
in this
study
scrappy
of
to
week.
lessons, the
book
from
of
fair
Sunday-school.
to
a
vealed
re-
edge
knowl-
it is
the
the
upon
are
a
the part
on
than
the
gain
of this person.
Sunday-school
that
true
which
^^^^
in
more
will
assumed
^^^P^^t
will find
greater
a
teacher
worker
It
that
the
patience
and
she
truths
is here
in
teacher
the
more
experience
objected
Bible
a
and
him,
into
insight
have
of
per-
the
suggested,
manner
her
in
up
and
time
same
happens
Sunday-school,
who
series
a
the
often
as
son,
is
about
cumstances
cir-
varying
there
where
lessons
personaiity
Imagination
week
should
beginning
be
to
single sittingit
end.
would
read
If
be
87
special Preparation
the
all
its
enough
to
general
outline
and
would
teacher
in
course
Where
read
there
the
The
Necessary
and
Even
all
helps
of
length
at
give
to
the
teacher
to
In
will
end
to
be
found
detail
it is easy
too
to
and
study
of the
to
the
details
the
mind.
the
mind
When
long.
pass
each
to
the
which
and
teresting
in-
on
them.
upon
them
of the
it
lesson,
the
mind
from
scene
ginning
be-
in this way.
of
make
as
pelled
com-
those
realityin
scenes
helpful
be
dwell
incident
the
suggested.
time
teaching
unity
developing
Notes
one
it
to
them
study
to
dramatic
intended
in the
in the
scenes
select
her
very
lessons.
may
more
spend
if it is not
of
tcacher
important,
more
her
help
manner
to
are
straight through
possible
all in
Selection
If the
contents.
number
be
not
it
herself
of the individual
a
are
read
familiarize
Bible
the
teaching
story, it will
should
times, it would
few
a
in the
much
teacher
often
through
with
The
better.
the
brief
they
lesson
notes
come
If this is not
is apt to
it is
next.
dwell
it
of
before
done,
upon
jotted down,
When
all of
88
The
the
Attack
details
recall
them,
number
of
moulded
and
and
single
detail.
word
going
the
unity
a
full.
or
notes
will
It
two
Imagination
the
be
will
notes
the
over
several
with
The
proportion.
in
noted,
by
times,
into
out
a
thus
are
the
on
details
found
serve
to
notes
a
become
perspective
proper
need
help
not
be
usually
to
recall
ten
writ-
that
the
IX
PRESENTING
HAVING
vividly
and
the
facts
clearly
before
her
own
mind,
before
is
how
of
fo"p'i;pTr'*'"
get
than
it
the
lesson
into
the
quick
are
teacher.
the
the
teacher,
to
the
which
The
the
little
will
almost
to
what
which
she
er's
teachhave
be
to
vividly
her
89
about.
the
to
the
to
bring
things
imagination.
the
add
unconsciously
talks
that
describe
realizes
give
by
given
too,
for
glowing
will
They
appears
it will
with
who
reality
found,
It is easy
see
details
be
lesson
easier
teacher
herself
will
pupil.
we
suggestions
to
was
imaginations.
upon
It
vividly
more
it
seize
to
This
Children
mind.
sympathetic
and
them
pupil.
the
easier
own
next
bring
to
and
the
the
be
will
active
best
imagination
the
for
ready
now
plan
must
FACTS
gotten
teacher
step,
LESSON
THE
the
sense
story
many
of
The
90
There
facts
Attack
several
are
be
may
the
on
of the
imagination
pupil.
For
the younger
the
require
it would
and
treat
of
one's
own,
it
then
story
Everybody
loves
of its
doubt
ask
is to
of
questions
:
those
which
memory
;
kinds
of
and
Let
imagination.
kinds,
three
questions
such
pupil
which
the
on
and
part
questions
to
work,
the
let
she
and
the
effort of
an
principal
ing
teach-
from
expression
an
which
appeal
teacher
to
the
these
note
practice framing
her
call for the
of
for
no
method
answer
an
call
those
is
Sunday-school
require
which
those
judgment,
in
effective.
three
are
older
there
call for
There
sentials
es-
teaching
Another
which
questions
story
two
is often
power.
to
the
story, and
a
imagination.
the
in
method
teaching
volume
Making
Even
form
in itself,
art
an
practice, are
success.
the
pupils
the
into
separate
a
is to
method
lesson
adequately.
and
to
best
the
Story telling is
story.
lesson
the
children
a
the
before
throw
of
in which
ways
brought
Methods
Imagination
pupil.
may
set
may
draw
tion
imagina-
of the
use
By
the
a
mind
from
series
of
him
of
the
the
The
92
select
Attack
the
to
Imagination
and
important
most
them
arrange
order, and
the
on
to
in
interesting
the
effective
most
in
them
express
tails,
de-
the
happiest
in the
tion
imagina-
manner.
developing
In
of the
pupil, diagrams
to
morc
in
a
than
marks
and
faculty,and
greater
teaching
drew
and
ease
them
a
with
gates
southern
a
small
the
plan
the
on
large
gate
square
prison
of
banks
rough
; a
A
; a
square
number
1
Acts
the
city
who
was
Philippi
^
senting
repre-
1
1-40.
west
around
and
the
market-place
of this
of lines
drawn,
was
south,
the
side
xvi.
aginative
imwith
lines
drawn
was
the
work
at
the
into
the
to
it to
arrest
east,
on
by
river; alongside of
of
indicate
rough
seized
two
a
to
ing
draw-
The
teacher
blackboard
the
the
north
enable
facility.
even
or
impulse
an
the story of Paul's
upon
There
translated
and
pupil
used
power
realize.
give
be
diagram
quickly
the
picture. They
a
crude
are
of
imagination
teaching
teachers
most
often
can
advantage.
great
is
Diagrams
lines
lesson
the
were
;
represented
drawn
to
Lesson
Presentingthe
indicate
the
gate by the
river.
On
the
indicated
streets
As
to
the
encountered,
from
the
street
the
where
had
; and
the
to
from
said
were
western
plan
had
of
without
draw,
and
that
is that
however
almost
The
take
much
roughly
drawn
not
as
well
as
main
the
them
have
the
out
been
of such
require skill
it
with
skillfullydrawn
that
time
a
the
to
stated
brought
not
there
then
not
was
farewells
advantage
it does
down
; from
it covered
could
line
market-place
and
story, and
them.
it does
purpose
and
the
ters.
mas-
girl was
the
frankly
was
distinctness
diagram
a
It
two
chalk
a
prison
church,
of
magistrates
where
imaginary, yet
was
a
the
to
Lydia
the
to
gate.
features
with
of
house
the
or
her
the
the
to
before
square
Lydia
where
there
there
of
to
Two
girl and
taught,
corner
hearing
small
a
crossing
house
the
from
drawn
the
was
east
Lydia.
slave
lesson
the
this
at
93
running
of
house
marks
upright
was
street
the
represented
three
one
streets,
Facts
to
answers
sketch
all
to
make,
the
carefully
details
the
filled in.
Maps
should
be
in
constant
use
to
trace
I'he Attack
94
journeys
and
however,
it must
locate
remembered
a
mere
in
it is
so
rather
than
help
journey
of Paul
Antioch
in
possibly
half
led
and
probably
a
mountain
would
scared
strong
walls
streets,
and
up
home.
represented
must
to
and
by
small
flat-roofed
'
along
caused
the
pupil
dots.
what
the
on
line
journey
infested
at
to
These
they
him
map
this
map
the
large cities,with
with
narrow,
out
crooked
public
squares,
of
people moving
of
the
xiii. 13-14.
stores
a
with
into
swarms
Acts
that
red
great that
houses,
and
a
range,
cities
the
map
Perga
by
Yet
the
the
gates,
in
the
look
show
translate
down,
mislead
and
A
So
buildings, with
and
it may
from
Mark
John
meant.
teacher
Indeed
On
so
help
lesson.
lonely road,
dangers
utterly fail
journey
are
and
other
it will not
is indicated
high
back
turn
the
long.
steep, toilsome
robbers
with
inch
an
through
supplemented
Barnabas
'
Pisidia
map
that
pupil.
and
a
and
supplemented
the
maps,
that
pictures or
understanding
unless
using
symbol
be
word
much
In
places.
it must
Maps
Imagination
be
is
to
the
on
and
the
Presenting
real,
as
the
walk
wonder
they
the
made
have
We
of
usefulness
ideas
correct
translate
to
No
pupils
to
and
at
the
no
symbol
already pointed
relief
the
the
to
as
who
to-day.
glanced
merely
reality.
the
out
cities
our
theatres,
those
as
uninteresting
are
are
is
attempt
into
of
streets
maps
when
human,
as
95
and
fillingthe temples
bazaars, and
people
Facts
Lesson
in
map
ing
givof
topography
a
country.
We
also
have
pictures give
should
the
Pictures
be
previously
instruments
the
used
be
very
in
class.
putting
in the
the
They
constant
are
tures
stereoscopicpic-
to.
With
an
of
two
pictures,they
effectivelyin
in
use
schools
Many
referred
and
which
help
imagination.
the
to
the
of
spoken
ordinary
may
sized
class.
Models
and
the
of oriental
temple,
of
houses, of the synagogue
articles
oriental
be
Models
of furniture, of
tomb,
etc.,
and
obtained
can
an
now
are
very
helpful.
A
very
effective
method
of
teaching
a
les-
The
96
son
is
that
and
box,
Attack
of
on
of
Box
the
the
tracing
on
the
sand
map.
class
around
make
them
having
Imagination
the
taking
in
Sand
the
sand,
relief
the
then
with
scenes
the
sand
map
aid
pictures,
stercoscopic
the
a
of
the
story
X
WHAT
FOUR
the
will
that
and
produce
is the
of
the
some
"The
Jules
(4)
; and
in
force
his
"
affective
the
.
When
when
there
is
force
emanates
no
a
;
seeing
the
is
idea,"
an
of
the
which
act
;
97
says
Will,"
from
real
those
which
turn
we
of
perience
ex-
feebleness
instigates
from
profoundly
joy
the
comes
Every
.
sensibility
of
tion
imagina-
do
power
of
us
actions
in
with
states.
All
.
is
else
always
of
convinces
ideas.
gestion,
sug-
performed
or
Education
sources
call
mind
that
of
union
its
be
one
"almost
Payot
to
ber
num-
emotion.
executive
Payot
the
actually
upon
(i)
are
in
imitation,
act
larger
These
action
either
(3) habit
the
forming
(2)
Influences
influences
actions.
our
picture
INTEREST?
powerful
very
of
mental
IS
following
of
portant
im-
sensibility.
diminished,
sensation,
98
Capturing
then
idea
the
Emotions
the
remains
cold.
inert and
will
The
orders
it is
is not
it receives
the
be
the
all
volition
and
effective
an
if
.
would
we
should
called
that
^j
is
spring
the
a
the
intermittent.
though
at
this
The
the
certain
heat
the
had
water
of
hours
begins
to
so
well
'
the
up
most
of
derful
won-
mind
human
the
eastern
of water
spring
A
the
that
low
stopped
day,
and
Op. cit., p. 54
the
comes
ff.
able
remarkits flow
is that
in
is
which
Pool."
water
is sometimes
pool
solidly
^j^^,^f Jcrusalcm
^^^
Virgin's
"
the
On
gj^^
peculiarityof
is
act
action, that
of the
one
mysterious
Wonderful
now
idea
an
together by
possesses.
A
the
It is necessary
.
desired
feel is
to
power
and
of
wave
a
'
emotion."
The
them
fuse
perception
a
As
passion.
by
weld
indestructiblyto
with
preceded
.
cold
feeling,it
and
tinged
is
the
out
intelligence.
power
orders
accomplished.
therefore
an
carrying
.
of emotion,
we
of
organ
All
.
of
from
emotional
wants
to
fond
.
.
.
basin
it
seems
of
as
flowing, but
water
with
denly
sudsuch
be
only
with
come
before
it
flood
a
that
current,
rushes
mind
the
along
it may
or
everything
sweeps
the whole
that
it,so
it,and
of the
slight flow
a
Emotions
the
Capturing
loo
is filled with
to
nerves
every
part of the body.
the
When
on
of
rise
different
many
feeling is marked,
phases
joy,
love, fear, anger,
:
aversion,
sorrow,
desire,
louging, auxiety, pain, pleasure,
Interest
to
rise, or
when
to
take
any
it the
on
hence
rise
of these
of
name
risen
the
its
to
interest
is
in
What
Without
the
thinking
of
in order
variety
without
feel, we
to
the
mind.
be
tained,
sus-
in
the
less
un-
ages
im-
emotions
would
think,
some
be
would
for
not
different
in-
there
natural
do
?
We
pleasure
the
overcome
We
the
everything.
not
be
to
recede,
to
of time,
and
would
must
stream
cannot
length
to
kI^T'
give
we
the
any
life be
power
as
mind.
the
to
would
forms,
When
subject
any
change
presented
various
begins
marked
so
height, it begins
ordinarily,for
there
is not
interest."
"
it first
When
etc.
has
it takes
in
ertia
in-
any-
is Interest"?
What
thing,
be
back
for
more
less
or
the
to
have
the
would
every
volition
interest.
We
world
of
none
All
of
the
bind
for
disappear,
consciousness
for
from
they
A
feeling.
would
colourless
When
it
be
without
have
thought
a
about
it,at
a
upon
and
then
The
poem
into
my
meaning.
of
which
I read
it
again
and
mood
One
and
take
day
our
me
move
on
mood
and
times,
beautiful
becomes
man
young
indifference
with
such
her.
delight
; to-morrow
it somehow
new
It is
many
love
with
this
which
with
fails to
to
upon
A
in
and
living.
coming
moment
falls
to
its rise
the
anything
woman
young
suddenly
read
looked
loveliness.
yesterday to-day
I may
its
in
value
any
takes
sccne
unexpected
an
transfigured with
looks
A
going.
we
fellows
capricious.
in
different
in-
emotions.
our
worth
very
capricious
Caprice
would
we
is first called
be
to
of
value
hardly
seems
for
entirelynegative
so
attention
our
power,
life
be
all rooted
are
be
of
must
would
to
us
would
there
aesthetic
higher
feeling. Nothing
us,
of nature,
which
ties
loi
will fit
freshness
is
glad
and
and
the
Capturing
102
joyous,
the
gloomy,
and
the
next
Emotions
give
cannot
we
and
depressed
are
we
for
reason
any
change.
which
Objects
often
have
to
seem
one
person
fails to at-
The
child, the
auothcr.
^
^
What
capricious also.
be
interests
Differing
ing
feel-
awaken
to
power
'
Interests
the
youth,
peculiar
interests
boy,
has
his
boy
wonders
own
smiles
man
the
from
do
nothing
different
The
to
as
in
natural
the
of
the
from
markably
re-
In
interests.
another
one
make
we
the
of
differ
age
and
ferent
dif-
interests
Children
tastes
to
these
in
so
feeling
however,
not,
would
instances
is
person
interests.
growth
of
is
feel
Each
appear.
certain
have
an
response
the
man,
objects.
power
capricious
it
the
The
passing through
are
differ
we
in
as
interests
near
their
in
life.
childish
growth
and
in
of the
another.
one
family
same
to
of
stage
each
man,
interests
who
those
same
much
the
at
Even
boy.
the
at
the
of
life in
the
a
manner
These
mind
make
with
born
are
and
which
so
added
the
will
periences
ex-
be
What
hereafter
give
is
explained.
here
a
of
It
technical
investigation,
science
of
mind
conclusions
do
to
give
which
lesson
will
material
and
not
are
interest
the
of
subject
teacher
will
enable
to
pupils.
present
on
in
What
her
simple
select
to
it in
a
still
the
their
desire
we
some
chology
psy-
is
agreed
yet
to
the
experts
it.
the
and
proposed
not
This
concerning
is
is
103
exposition
interest.
under
to
Interest"?
way
gestions
sugthe
that
XI
INTEREST
LESSON
FACTS
interest
always
IN
of
OBJECTS
is
strange
is
study
new
Usually
be
to
apt
Famiiiarity
places,
time
far-away
to
belong
lesson
Their
pupils.
teacher
pupils
their
knows
how
knowledge
the
and
the
lesson.
104
a
seem
of
out
life.
of
to
They
and
So
all
every
beginning
a
the
to
listless
interest.
easier
much
simply
unfamiliar
of
lack
to
come
of
land.
looks
at
unin-
an
belong
difficulty
blank
A
us
many
events
entirely
tirely
en-
unfamiliarity.
world
the
betray
who
to
its
far-off
a
is
which
is
every-day
felt
has
Bible
of
with
teacher
attract
because
and
is
beginning.
not
boolc
another
to
connection
do
tcrcstiug
and
the
at
The
persons
which
interesting.
not
dry
people
strange
first.
The
That
familiarity.
some
possess
Every
it is to
class
with
Here
is
tudes
atti-
teach
some
another
application of
of
law
the
the
mind
of
law
recalling
by
105"
The
apperception.
requires
interest
Facts
in Lesson
Interest
the
of
preparation
familiar
facts
and
truths.
On
the
hand
other
interest.
awaken
to
the
and
knowledge
We
interest.
A
it.
pupil
the
the
bring something
to
class
fresh
The
the
in each
lesson.
in
setting
lesson,the
seeking
the
in it.
So
illustrations
light.
Interest
in
vividness
an
the
object depends
with
which
it is
goes
;
who
strive
must
her
to
be
given
lesson
facts.
gives to
is to find
show
stantly
con-
; who
the teacher
teacher
which
who
may
of
likelyshe
more
lose
fresh
truths
groups
natural
a
way
and
new
new
never
same
teacher
Old
new
different
the
in the
osity,
Curi-
for
teacher
truths
thorough study
more
new
a
So
it and
a
same
ground
same
surprises.
never
with
new
things.
craving
tires of
soon
repeats
over
born
are
something
experience, is
new
sary
neces-
always
are
familiar
about
Novelty
We
learn
to
eager
is
novelty
some
must
the
very
thing
some-
be
ever
truth
much
presented
to
in
on
the
lo6
Capturing
mind.
Objects
quickly
because
of
of
they
in
will
imagination
mind.
In
of
the
form
of the
we
what
of him
why
interest
brings
a
Crusoe,
and
have
is
supremely
Let
the
this
fact
seen
famous
a
interested
of the
minds.
our
illustration
usually
such
ture
picother
An-
concrete
as
in
awakens
imagination.
this
which
background
more
in
cause
be-
and
Stories
Robinson
quality of
concrete-
vividness.
Personality
one
the
children,
always
with
him, because
it is
picture to
delight
be
good
is because
the
have
carry
a
the
to
interest
quickness
we
we
the
upon
appear
greater
and
about
the
to
story laid in places that
always
that
reason
they
feel
When
read
we
largely
pictures of
will
interest
manner
depend
ease
tale.
person,
ness
like
a
which
presented.
are
presented
we
mental
with
objects
reading
familiar,
are
interest
arouse
vividness
the
which
with
vividness
that
sense
In
Vividness
we
the Emotions
interesting thing
teacher
:
That
interesting to
grasp
we
are
the
born
It is the
us.
in the world.
significance
with
a
of
natural,
io8
night
The
action.
about
is full of
us
and
tragedies
had
only
we
Each
far
thus
of
one
to
eyes
toils of his
ruin.
to
Life
Comedies
all about
us
them.
see
of interest
five elements
the
in the
is found
considered
in
especially
Bible
the
enacted
abundance
The
in which
dramatic.
the
being
are
the
in the
down
is carried
and
deed
matic
dra-
studies
man
caught
full of
are
is full of
Shakespeare
is
character
leading
own
mature
of
tragedies
great
that
game
light
de-
Boys
play.
adventure
baseball
A
movement.
if
of
stories
in
mimic
the
watch
to
Emotions
the
Capturing
in
Bible, and
the
the
greatest
teachings
of
Jesus.
Jesus
7niliar
we
the
things
the
see
the
in His
cup
meal
;
we
see
of
straining
at
the
'*
platter, the
; we
see
the servants
in it till the
of the
mother
the
old
an
wine
door
lamp
the
whole
and
then
ened
is leav-
family sewing
garment
into the skin
hen
7^-
grinding
millstones, and
the
on
most
In the house
the
the
cloth
the
and
leaven
see
of
use
teaching.
between
the
piece
father
we
constant
candlestick
hiding
a
makes
and
the
bottles
gathering
her
;
in Lesson
Interest
under
chickens
the
children
their
picking
swine, the
Looking
landscape
evening
the
heavens
to
with
with
yellow grain
before
and
dale."
On
who
great
carried
tender
the
We
the
end
the
see
of
;
the
spring
among
sheep,
the
row
mor-
winepress
reapers
of
sky
one
blade
the
the
over
for the
other.
in autumn,
the
too, yonder
shepherd going
lost
one
over
hill
'
hand
other
of the
flocked
truths
1
bush.
and
seeking
the
freshness
the
pastures, and
them
the bramble
fair weather
the
with
sprinkled
in their
dogs
wind, the red
its tower
field adorned
or
sparrows,
lightning flashing from
the
vineyard
and
sower,
the
the
south
promising
and
of
the
by
the
among
the cloud
see
the
nests
and
fig tree
we
up
behind
their
doves
; the
branches
and
in
birds
the
and
seed
the
up
lilies in
rivallingSolomon's,
stately beauty
crows
als.
funer-
the
see
we
streets,
and
marriages
at
fields
the
in
109
in the
wings and,
her
playing
Out
Facts
teaching
around
in such
put
Stalker
note
in
"
Imago
of
Him
new
wonderful
the
The
Jesus.
had
and
Christi,"
p.
never
ple
peoheard
surprising
254.
Capturing
1 1o
fresh,
So
ways.
these
parables
never
grow
them
and
they
stories
the
us
are
they
have
heard
after
centuries
the
their
in
The
a
derived
also
the
of sense,
which
we
glozu
from
the
facts.
make
and
verb
fir7n.
word
for
in
each
Now
boiling, now
external
old
Hebrew
in
quence
conse-
a
;
was
a
the
noun
the
to
of ways,
from
now
the
act
each
from
which
from
of
pressed
ex-
logical
physio-
is taken
breathing
^
self
is
throng
passion,
prop
for
Anger
metaphor
from
truth
word
borrowed
agine.
im-
regular
meaning
The
was
hardly
bone.
animated
the
cept
ex-
the
can
to
picturesque, and
words
and
word
to
in Hebrew
rapid
of
jealous
the
young.
no
be
to
or
had
"
large
a
every-day language
way
verb
the
build
words
things
to
and
objects of
concrete
All
of
for old
Testament
form
Jesus
language
the
figurative
from
again,
charm
Hebrew
even
the
over
parables
in their
back
was
to
of
world.
to
who
even
and
for
was
that
of the Old
The
form
illustrations
peculiarvividness
element
went
unique
first uttered.
were
The
Emotions
original,so
so
and
old
over
the
companies
ac-
heat
a
or
noisy
ia Lesson
Interest
breaking",
and
incnt
despair
of the
is
of the
Patience
short
breathing,
is
Pardon
sews
from
it behind
; all to
drawn
is
from
curved
is to
think
The
Bible
speak."
should
Snyder,
'
in
evil
from
forgets
that
from
decide
ideas
Semitic
idea
of
of
good
guages
lan-
beauty
from
swerving
To
or
is
create
is to
of the
Bible
to
cut,
revealed
are
experiences oi persons.
studied," says
Dr.
Religious Education,"
Gardiner, "The
throws
He
stench.
to
God
Job
^
truths
be
"
of
of hiding,
abstract
The
manner.
mould,
in the lives and
metaphors
In
in the
splendour,
to
great
fault.
symbol
line, or
primitively
of
covering,
less
or
straightness, that
the
of
paleness.
or
signify that
more
like
holding
sack, seals it,then
a
their
a
the
of the
figure straight and
the
over
Him
in
by
throng
a
idea
in
found
have
ing
melt-
loosening
is thirst
desire
sins
Other
them.
the
long breathing, impatie?ice
a
the
coating
up
the
the
expressed by
borrowed
of
with
is
stifl.
Discoiirage-
expressed by
are
portrayed
head,
1 1 1
shivering.
heart,y^^r by
Pride
reins.
high
from
now
Facts
Bible
as
"
The
Henry
"
English Literature,"
H.
accordp. 113.
ing
the method
to
text-book
a
grown
the
old
world
themes
his
after, strives
own
narrow
the first
larger life of
and
method
of
from
the
the
on
"It
this
types
from
the
abstract
this
problem
the
as
is
this
human,
of
life in
character
point
men
that
Pope's
the
'
is
of view,
so
as
its
far
you
Man.'
on
truths
of
women
makes
that
and
josdes
Essay
of
personal quality,
supreme
and
of his
frankly,
book,
man
before
problem
Bible
human
the
as
is from
embodying
of
the
The
race.
mental
funda-
be
looking
well
as
will
expressing religious truth
is this
began
who,
solve
to
vitally a
street
religious
who
man
"
tably
inevi-
and
long,
they
as
man
span
directly
of man,
redemption
to
last
the
and
the
of ethics
righteousness, sin,
world
destiny,
to
ologies,
the-
verse,
himself, his place in the uni-
about
think
it
that
of which
systems
and
fundamental
ods
meth-
It is true
and
is
ical,
theolog-
abstract
out
faith, God,
"
character,
conduct,
to
the
ethics.
on
philosophies,
have
is not
great themes
the
with
deals
method
This
philosophical,not
not
of
religious truth
which
with
in it.
presented
Emotions
the
Capturing
1 1 2
a
varying
study
fruitful of
of the
of it,
religious
in Lesson
Interest
value.
is the
What
stands
from
out
its pages,
mentioned
been
have
they
Moses,
of
Samuel,
of
of
how
such
that
human
the
and
wrought
they did,
with
himself
which
made
for
the
life of
each"
is
leave
values
student
had
from
this
to
of
a
far
that
a
by
the
ethics
if the
study
of
to
ognize
rec-
each
power
in
of
deposit
average
be
can
of the
All
Bible
it must
is
cern
con-
personalitiespossessed
and
'
religiousspirit."
Op. cit.,Vol. V,
phasize
em-
morals.
or
study
ideals
religious
1
the
of the
distinctlyreligiousvalue,
itself with
the
on
of
they
which
significancethan
more
of
righteousness
mind
the
text-book
suggests
be of
in
and
what
them
what
to
but
;
Joseph,
discover
to
not
religious
of
recognize
to
sure
interpret the
to
power
also
that
of Peter, of Paul,
made
they thought,
be
to
Jacob,
lives,
forces
truths
"
Sympathetically
the
were,
of
that
personalities,
Saul, of David,
Jesus.
meaning
of
Abraham,
of
Yes,
way
it
stirringreligious
familiar
?
by
come
is
gripping thought,
and
it the
Is
113
Bible, what
quickening conscience,
sentiments?
Facts
p. 57.
controlled
by
the
Capturing
114
the
Again
book.
and
Its
Bible
is
narratives
the
with
but
dramatic
is
the
great
the
way
little
of
five
These
God
and
simple
laws
of
dramatic
the
selection
and
them
available
she
for
will learn
only
not
which
lesson
in
to
attract
will
class.
her
feed
select
and
arity,
famili-
:
be
will
the
nurture
of
to
ing
Keepfind
will
she
that
not
are
growing
skill
which
will
things
those
and
preparation
material.
With
in
kind.
man-
assistance
helps
hold
and
for
personality,
mind,
lesson
the
in
tains
con-
shown
interest
in the
teacher
the
love
action,
constantly
things
many
of
into
it
are
we
practical
great
Touchstone
thrown
God's
novelty, vividness,
A
incidents
in action, and
redemption
of salvation
movement
the
be
dramatic
revelation
The
of
of
of
change
form.
drama
full
are
Many
revelation
a
intensely
an
thrillingaction.
could
Emotions
attention, but
the
mind
of
the
pupil.
We
laws
to
the
proceed
of
interest
to
now
which
presentation
consider
apply
of the
more
lesson.
certain
other
especially
1
16
thus
tion
ourselves
put
and
character
We
the
teacher
in
close
so
as
feel their
to
them
the
to
depth
and
which
the
able
we
his
are
share
in
imagination put
herself
the
of
in the
persons
she
in
the
story makes
it in
in
the
pupil. Just
bring
to
may
When
emotions,
force
it.
by
with
touch
and
experience
in
thus
has
We
feel that
moment
awakened
feeling
Bible
a
ourselves
put
the
passing through
the
his emotion.
may
for
and
place
of
alongside
share
further.
go
the Emotions
Capturing
to
lesson
transfer
may
proportion
emotional
to
appeal
her, will she
his mind
to
power
the
be
and
heart.
In this law
must
get
a
see
we
into
touch
close
of
part
her
the teacher
why
reason
with
work
to
pass
.
wulTefuT
the
thoughts,
ideals
and
pupils.
into
close
hold
Him
Not
until
the
impression
the
hearts
The
law
herself
she
fellowship
before
the
that
of her
of the
of
with
class
He
ought
on
feelings, plans,
Jesus
has
Him,
that
It is
Jesus.
He
to
thus
can
her
to
gotten
she
so
will make
make
upon
pupils.
contagion
of
feeling applies
in Lesson
Interest
only
not
objects
as
Facts
but
between
persons
ideas
presented
and
When
the
feeling will quickly spread
the
other.
w-ith
continue
to
such
interspersing
lesson, interest
the
where
and
dry
So
subject
of
truth
truth
a
the
we
in
a
lesson
When
object,it
to
seen,
the
person.
with
a
be
few
a
warm
when
the
of
some
the
we
the
be
emotions
increase
the
future
pupil.
associated
a
Each
in
influencing the
becomes
become
may
starts
truth,
of the
emotion
even
it will also
capture
can
that truth
choices
the
likelythat
recalled,
If
and
through
mind
the
it is
awakened.
acts
By
otherwise
original feeling accompanying
probability of
lesson.
teach.
afterwards
teaching
aroused
maintained
would
enters
emotion,
is
be
matter
difficult to
when
glow
thus
to
one
approached
illustrations
may
it
presented,
interest
through
on
with
from
is
lesson
a
good illustration,the
a
tends
When
mind.
of intCFCst, and
is then
idea
another
the
brings
glow
strong
a
Association
between
as
to
idea
an
117
with
interest
permanent
person,
natural
an
have
as
we
or
inherited
Il8
Capturing
interests.
Very
early in
and
So
we
his
peculiar interests.
away
in
may
not
teacher
depths
springs
the
result
and
the
pupil's former
will
have
an
teacher
easier
is
it will be
interests
Under
and
for her
of the
proper
has
lating
re-
these
the
is
son,
les-
to
the
between
lesson
new
his future
intimately
more
with
to
the
touch
pupil, the
the
sonal
per-
pupil.
conditions
self-activity.
(Dewey)
to
upon
the
thus
or
of interest
the
influence
acquainted
The
of
one
is formed
that
he
unconsciously
all
experience
and
facts
lesson
touch
that
hidden
are
others.
quick glow
bond
It is evident
life.
the
be
it may
a
a
have
to
is communicated
which
teacher
which
and
life
person,
mind,
to
the
presenting
power.
through
each
own
them
illustrations,may
secret
all
They
of his
of
speak
in
this
experience, comes
own
the
objects and
Thus
his
add
to
objects
new
old
on
go
through
own
of
possessing
interests.
new
begin
we
with
ideas
fntcTe^s'tr*ideas
acquiring
life
the association
through
to these
the Emotions
declared
interest
One
his
companies
ac-
psychologist
belief
that
"the
in Lesson
Interest
emotions
the
are
that
true
reflex
of actions."
there
is
This
There
I.
The
of
it hinders
destroys
great
work.
Not
into
gotten
full
disappear
and
A
book
recent
with
chapter
of
mind
does
swing
"How
on
feeling.
task.
in nature
and
;
if too
is
Interest
beginning
of
and
have
body
awaken.
interest
Study"
title
"
a
of effort
sense
to
suggestive
the
doing
the
and
pleasure
the
and
in it.
the
at
the
until
tainly
cer-
connection
action
the
pleasure
usually present
not
19
subject, however,
in
ease
retards
the
It is
is like friction
effort
and
i
:
following qualifications
be
must
sense
is
law
the
to
close
a
action
between
Self-Activity
Facts
has
a
Agony
The
Beginning."
The
of
beginning
the
critical
moment.
The
how
overcome
the
to
mind,
the
almost
the
map,
point
the
teacher's
be
to
where
present
she
the
illustration
and
start
the
which
mind
ready
picture,the
will catch
of the
pupil
is
of
the
effort that
first.
at
be
must
the
diagram,
of
sense
a
problem
inertia
natural
friction,the
sure
is therefore
lesson
the
to
is
This
with
is
the
story
or
attention
working.
Capturing
120
There
2.
We
control
of
own
our
others.
our
in
a
is
the
and
of
making
a
dam,
in
Many
are
The
in
of
use
our
problems
and
of
task
failure
in
pupil
to
it
the
Here
be
of
teaching
lessons
not
are
difficult
too
for
the
Making
grasp.
him, attention
beyond
relax, and
interest
powers.
the
to
an
the
his mind
flies off
things.
to
play
or
our
apt
are
both
through
his
to
take
not
beyond
finding
interest
Subject
at
do
Where
the
and
other
all
is
of
secret
attempt
the
powers
adaptation
We
that
graded, they
to
be
must
task
mind
under
of difficulties.
lessons.
the
the
things
own
of
doing
do
to
our
solving
powers.
many
Hke
exercise
the
There
to
in
construction, and
in
overcoming
3.
freedom
We
to
and
wits
Emotions
enjoy working
not
way,
initiative
own
be
must
do
work.
the
these
this
qualifications,
life.
Watch
and
tent,
see
or
playing
sand
a
called
boys
"
manual
and
girls
hard
he
at
building
a
of ball.
game
are
methods
in
will work
in
fort,or
Sunday-schools
runs
ten-year-old boy
a
how
law
the
introducing
"
of
Junior
what
teaching.
Depart-
ment
work
to
put
are
Facts
in Lesson
Interest
lesson
into
ouring
colthe
out
note-books
"'
all make
These
etc.
Interest
Of
all
appeal
their
in
marked
is very
course
in
story
tell
we
knows
his
ideas
It is
a
talk
too
frequent
to
lesson
The
what
awakens
teacher
should
aim
give
to
express
his
everything
interest
the
try
by
the
in
it
to
the
pupil
and
time
too
to
and
lesson,
he
remember
that
they
giving
about
think
or
more
will take
pression
ex-
the
The
much
though
learned, far
has
audience.
in them.
teach
Even
thoughts.
she
of
learned
have
pupil
through
get
learned
not
an
act
interest
keen
the
giving expression
very
they
is
speaker
of teachers
criticism
self-
sense
enjoy
We
feelingsbefore
much.
a
Every
of
law.
sclf-cxpression
ourselves.
and
to this
reference
to
language.
fascination
the
in
but
made
now
sketches,
self-expression.
is
self-activity
expression,
seif-Expression
and
lettering
with
not
and
writing
story
Methods
1
pasting
making
maps,
to
and
cutting out
pictures,illustratinghymns,
^^"''^'
12
but
and
she
give
to
does
out
will be
greater
it better, be-
the
Capturing
122
of
cause
the
he
part
Emotions
has
taken
in
is
what
taught.
other
Two
difficult
more
of
phases
of
interest
appHcation
ourlefveT
bccausc
interested
in
connected
with
our
clothes
our
ourselves.
to
The
have
thus
picture
persons
them.
We
of
The
old
on
the
clock
the
books
closely
:
deeply
our
upon
are
hearts
Especially
our
own
we
never
are
inner
grow
dear
is
do
ence.
experi-
the
and
little
other
lives
our
our
become
of
the
armchair,
with
memories
that
mantelpiece, the
into
they
so
there
our
school-books,
associated
dear
how
home
meadow,
entered
have
that
become
how
old
schoolhouse,
in
with
old
wall, the
us
association
with
the
on
of
everything
things
associated
upon
interested
are
many
well, the path through
red
and
that
of the
been
here
each
are
their
reason
is because
us
ing
teach-
mentioned
We
own
because
are
of their influence
lives.
our
lesson
to
be
may
which
and
alities
personto
them
us,
and
engraven
!
we
life.
interested
Of
weary.
that
In
in the
wonderful
of
play
drama
his fine essay
on
without
from
mud,
the
heart
and
for
association
ideas
of
peculiar
activity,
and
will
up
to
the
of
the
him
a
facts
him
bull's-
to
the
the
of
opportunity
of
in
the
the
the
lesson
feeling
of
rampart
Plains,"
pupil,
enlisting
by
p.
213.
by
presented
self-expression,
response
Across
be
to
presentation
capture
*"
a
an
feeling,
own
him,
to
to
the
her
interesting
giving
awaken
to
seems
of
;
^
interest
in
at
delighted
kind
some
of
chamber
pathway
have
naturally
by
mound
dwells
he
his
between
leading
teacher
which
contagion
the
rude
a
golden
some
as
belt."
his
and
in
will
he
at
By
it
dark
as
observer,
eye
be
will
of
but
seem
may
there
Emotions
the
Capturing
124
and
the
or
his
for
ful
skill-
facts
lead
tions.
emo-
XII
IN
INTEREST
THE
make
a
the
in
truth
the
discover
become
may
lives
of
truth
There
is
will
from
spring
large
a
are
we
awaken
the
of
class
desire
to
"
Speculative
into
connections
with
the
the
of
simple
genesis
and
the
play
of
125
in
try
the
explain
the
a
pupil.
which
the
known
un-
mysterious.
interest
variety,
and
that
interests
inquires
and
It is not
of
outcome
to
relations
phenomena.
passion
expect
interest
to
search
the
now
may
and
fnt^M?*^*
interest
absorbing
We
when
of
that
an
men.
and
why
lesson
known
will
what
to
as
object
an
well
is
It
pupil.
for
truth
lesson
to
illustrations.
and
question
the
to
now
come
sidered
con-
particularly
more
facts
lesson
far
thus
interest
relate
the
We
of
laws
TRUTHS
LESSON
but
things.
casual
satisfied
seeks
It
for
traces
J
26
Capturing
similarities
out
law
and
unity
science
be
may
tree,
a
of
mole
So
a
the
unseen,
how
fish to
questions,
this
of lesson
adult
the
the
The
mysteries.
truths.
will
The
illustration
abilityof
learned
A
of
of
child
a
scientist
lesson
cannot
truth
its relation
to
interesting
are
'
McMurry,
"
be
to
Elements
us,
its
deepest
constant
the presentation
with
which
hard
doctrines
interest.
is
The
which
is well known.
interesting because
needs.
our
of
questions
answer
may
life's hardest
in
of
law
ask
to
in the
"foreordination,"
similar
this
*
to
interest
discuss
it is
unknown,
make
of interest
law
a
water."
revealed
can
why
; how
the
explanation
"predestination,"and
an
;
under
answers
teacher
class
summer
are
its
is built ; its
about
mysterious
to
child
a
it stores
nest
breathe
things
the
to
; where
and
it leads
squirrelclimbs
a
its
detects
Even
underground
It contains
appeal
how
nut
a
great many
Bible.
an
know
burrow
a
fact
In
life in winter
for
and
sequences
knowledge.
; and
can
possible
Emotions
nature.
cracks
food
manner
in
to
eager
or
winter
and
classified
or
the
and
of General
All
there
Method,"
our
are
p.
needs
times
112.
a
in Lesson
Interest
the
when
interest
becomes
well
NeedB
as
deepest
out
to
be
met.
of
our
to
the
to
give
and
the
us
tells
how
we
of
has
much
may
be
In
may
When,
feel
tell
to
his
of
study
J. B.
their
with
His
may
sense
a
point
us
willingness
is aroused
hearts,
our
upon
facing
Value
of God
"
out
to
the
Pratt
quotcs
to
sent
point
needs
verses
the
the
guilt
hard
and
and
lems
probBible
the
ignorance,
of wisdom
Value
"
"
and
where
it
of
ligion,"
Re-
found.
Prof.
The
as
They
from
our
us
smallest
of salvation, and
way
escape
life,we
to
those
weighs
its
answer
conscience
of the
us
of sin.
power
sin
of
sense
needs.
strength,and
When
in
highest
our
Bible
many
help.
us
Bible
of
of
and
oppressed
are
weakness,
a
the
we
source
to
in which
way
When
Bible
simplest
our
127
painful
of the
truths
The
intensity.
Truths
a
various
**
Psychology
has
of
a
persons
on
"
says
:
People
from
the
on
are
on
which
the
he
answers
questions
religion. Commenting
he
in
God,"
largely
list of
chapter
which
he
subject of
these
chiefly
swers,
an-
inter-
128
Capturing
ested
God
in what
not
of
Two-thirds
do.
Him
Father/
'
as
Leuba
he
when
describe
of my
ally
fessor
Pro-
right in
the
rather
is used
main
than
religious consciousness
The
God
is
but
wants
to
It
would
ends.
various
*
can
expressions.
be
to
God
'
little who
Friend,' the
*
He
respondents
my
seems
says,
in what
is but
equivalent
and
ideals'
Emotions
the
derstood.'
un-
cares
for
Him
use
be
take
mis-
a
...
to
meat
God
want
for the
of
that
a
very
sympathizing
most
people
have
is
Like
other
an
end
He
can
wants.
a
very
These
Comfort
very
.
and
real
to
things
They
in
a
God
very
whom
.
people
many
friend.
sympathizing
is to
be
to
are
are
other
things
many
as
a
ends.
that
rule
chiefly
trouble, hope
only
not
sure
means
a
want
exactly
lovable,
whom
and
He
one
is
The
in Himself, but
help
a
people
they
them
to
.
want
protector,
as
that
friend.
friends
benefits.
kinds:
dear,
God
.
reason
same
relation
God's
friends.
.
.
the
use
Most
etc.
purveyor,
to
such
chieflyutilitarian ends,
are
for which
wishes
consciousness
religious
ends
the
that
suppose
one
not
of
for
terial
ma-
three
the
fu-
in Lesson
Interest
ture, and
in
assistance
Truths
striving
129
after
eousness."
right-
'
desires
Our
as
needs,
our
or
may
but
of
Desires
they
Children
do.
to
The
about
as
perhaps
a
child.
the
A
lesson
longings
truth
will at
Closely
desires
which
become
connected
with
HopcB
which
son
of
their
of
glow
in
realization
the
to
will
interest.
Gospel
men.
The
is
one
When
1
similar
children.
itself to
needs
our
which
also
to
sires
de-
our
gives
at
once
of
hope
of the
a
Op. cit.,p. 263
ff.
our
possess
les-
itself to
our
promise
us
take
on
a
immortality
causes
dear
and
The
us.
relates
and
hopes
were
were
of other
interest
deep
these
interesting.
hopes
our
sires.
de-
day-dreams
of
relates
be
things
many
others
;
us
to
ardent
and
desires
and
once
are
recall
Some
her
to
of
possess,
many
longings
peculiar
to
will
her
to
are
each
which
have
teacher
which
clustered
like
There
us.
things
many
would
and
to
same
objects
always
are
interest
the
be
not
may
friend
of its appeal
is taken
from
what
with
us,
those
to
the
Capturing
130
need,
When
definite
into
of
the
burns
hope
interest
deep
chapters
immortal
Emotions
Bible
and
which
in
the
and
truth
lesson
thosc
itself to
ideals
and
crystallize
hope
plans, purposes
Purpose
turn
we
brightest.
desire
a
do
ideals, then
relates
which
plans, purposes
becomes
of
great
interest.
of
form
This
interest
interest.
Indirect
Interest
of
indirect
only
a
in
the
good
used
attendance
this
form
life it is
that
men
becausc
thing
has
or
it is
win
form
a
the
will work
of the
the
amazing
will
to
endure
see
In
the
and
place
that
has
life.
It is shown
for
prize or
a
ward,
re-
class, to make
to
business
toil and
a
methods
regular
secure
their
the
a
though
But
like make
of interest.
the
ment
accomplish-
various
the
Sunday-school
and
the
direct
in-
interest
the
of interest
upon
All
etc.
of
in
in
the
purpose.
head
the
record,
in
ariscs
pupils
way
to
itself, but
influence
powerful
interest
an
thing
desire
a
is not
It
called
been
has
appeal
and
to
daily
drudgery
interest
which
XIII
INDUCTION
have
WE
consists
the
of either
Bible
lesson
;
with
of
to
commott
notions
of
They
the
goal
so
for
many
are
Genera.
are
thinking
help
thought
life
and
guides
;
and
is
number
of
or
groups
of
all
they
to
in
action
are
a
great
132
;
great
classify
to
the
of
our
expressing
in
readily
:
to
are
us
us
it
use
to
they
they
daily
help
our
reasons
necessary
J
enable
they
;
knowledge
with
which
notions,
are
They
use
is that
notions.
General
study.
of
facts
lesson
large
a
individual
individual
the
notion
the
'''''^"''
of
notions
Individual
general
the
element
^0*^*
GeneJaf
knowledge
individual
identified
have
we
all
notions.
general
or
notions
that
seen
in
furnish
our
us
affairs
acquiring
of
Induction
knowledge.
new
notion)
means
created
of
a
we
kinds,
far
a
classed,
of
the
sublimest
We
come
of
into
back
into
journey
both
of vision
apply
reasons
But
in addition
the
Bible
to
God
has
attain
fundamental
lesson
facts, and
of the
siege
to
'
A
crease
in-
^
These
notions.
in
aiding
bringing
lodging
human
for
them
teacher
Pluralistic
the
to
giving
which
light the
lie imbedded
which
in the
firmly in
is
laying
him
that
Universe,"
of
in the development
In
pupil, the
"
our
an
general
purpose
his will, and
James,
of
chief
it.
truths
mind
and
the
created
with
especial value
an
of character
soul
from
these, the general truths
to
have
of
one
prerogatives.
power."
all classes
to
the
less.
end-
is
concrete
and
it.
practicallythis
abstractions
these
by
are
concepts
the
as
of
treated
human
our
soon
as
advantages
the
abstract
framing
handling
parts
be
can
theoreticallyand
Both
power
efficient
various
thing
a
been
have
all to
more
the
its class, and
of
thing, and
experience begins
classed
have
for
once
of
33
(general
concept
particularkind
seem
bit of
given
Once
law
in
Each
"
a
things
as
1
p.
217.
the
direct
which
Laying Siege
1^4
be
will
the
of
Having
in her
the
gotten
is
truth.
ready
suggested
a
in
the
of
upon
them
for
when
she
has
What
is there
place?
What
eternal
element
of
number
will
have
needs
the
to
other
the
them
the
lesson
in
a
is
just as
lesson
?
true
When
appear,
the
selection
from
class, and
having
in
facts
next
:
took
events
is best
taught
out
question
which
one
the
class, the
up
a
will be
general, universal,
thus
that
of
that
this
make
to
truths
When
to
truths
taking
them,
in
the
these
the
is
to
of time, and
length
when
was
lesson
meditated
has
herself
asked
ordi-
will stand
teacher
sufficient
a
al-
time
there
that
truths
the
the
to
lessons
the
have
will have
in this lesson
it
as
in
select
to
that
truth
the
these
when
facts
to-day
of
many
number
him
thoroughly
We
teacher
the
all that
In
ready
lesson
narily one
teach.
facts
lesson
teacher
the
mind,
be
to
of his character.
TesSrut;
will
Reason
assistance
greatest
formation
the
the
to
step
been
is the
generalization.
teacher
among
suited
to
reference
lessons.
previous
have
a
presented
summing
This
may
of
be
Induction
in several
done
for
the
It is often
ways.
teacher
to
the
state
which
IZTt':!'
she
the
from
tend
wandering
This
the
through
actuallystated
thus
of
teaching
be
wise
in
truth
in
the
have
to
his
it to
stating
ought
not
truth
no
the
pointed
teacher,
and
in
truth
of
with
if
the
it will often
the
lesson
of
him
to
in discovering
lesson
the
the
If the
pupil
lesson
is
fundamental
some
view, the
could
during
which
deprived.
is
pupil
will
ligious
re-
usually
difficultyin stating it.
When
and
others
be
to
skillfullytaught
have
self the
all
should
pleasure
a
will
truth
it appears
is
keep
to
she
state
as
There
teaching.
the
Again
words
own
the
in mind
time
pupil
at
afield,and
that
so
any
the
for one's
and
mind
lesson.
the
help
not, the teacher
it at
state
necessary
will
Whether
or
clearly in
it
have
teach
to
thought
lesson.
truth
of
far
too
plan
general
aims
main
the
keep
to
wise
a
commencement
lesson.
her
135
stated
it
central
out
by
should
in
some
truth
the
is thus
pupil
then
verse
or
be
of
discovered
stated
by
summed
Scripture.
the
up
This
136
Laying Siege
almost
can
full of
be
always
which
texts
Reason
done.
The
thus
sum
sublime
it will
different
the
truth
is
the
the
suits
in
the
is
the
of
lesson
teaching.
frequently reviewed
in time
and
acquire
that
so
future
different
large
a
they
lessons
may
which
Text, if it
not
she
wishes
for
Bible
that
so
number
not
press
ex-
bring
on
the
up
should
pupil
of such
may
texts,
recalled
the
teach
may
to
drills
verses
the
care
to
sum
readily
be
selected.
has
thus
of
words.
it does
Bible
These
times
Some-
express
may
will
which
tial
essen-
number
teacher
place
Scripture
the
Golden
teacher
and
beautiful
a
Text, because
verses
be
the
particulartruth
This
out.
use
which
the
the
Golden
the
use
for
which
Often, however,
to
is
concise
a
religion.
slightly
place
truth
of
of
all
verses
same
This
well
be
in
language
truths
Bible
in
up
and
manner
sJiptlre
the
to
in
same
truths.
The
method
is called
the
facts
and
those
facts.
the
of
study
inductive
drawing
It is the
here
advocated
method
of
method
:
the
is what
study
from
inferences
which
of
has
led
Induction
to
wonderful
such
has
which
discoveries
done
by
of
classes
facts
endeavours
clause
to
from
of
a
see
single
Scripture.
modern
its
The
in
use
instead
where,
discover
to
in
how
verse,
very
or
studying-
the
even
verse
re-
day-school
Sun-
teacher
truths
many
proform
many
of
truth,
one
first
was
Bacon.
is
of
progress
it
in
Lord
method
this
the
since
world
and
science
in
for
mulgated
induction
drawn
much
so
the
the
137
can
a
be
single
XIV
DEDUCTION
laying
IN
task
lesson
of
the
only
When
first
have
we
When
examples
learn
as
how
to
lesson
and
may
may
reasoning
called
proceed
"
used
in
in
from
Deduction."
The
daily
to
a
of
problems
of
the
This
may
a
ble
Bi-
truth
lesson
life.
138
number
new
how
to
in
rule
a
they
show
In
again.
that
the
of
a
reason
teacher
mind
generals
of
to
class
a
the
to
facts
process.
cases
order
out
the
ing
drawof
group
pupils
rule
the
lodged
knowledge
when
it to
has
proceed
drawn
has
next
be
So
teacher's
reasoning
the
out
apply
presented
a
taught
gives
arise.
they
from
the
has
work
to
mind.
individual
to
she
arithmetic,
his
next
teacher
a
in
we
back
it
she
acquired
notion,
general
from
truth
step
the
reason
when
in
truth
general
a
the
to
finished
is not
the
is
siege
pupil,
she
truth
the
process
particulars
Sunday-school
teach-
of
is
1
Laying Siege to
40
by
statement
his
to
always being
which
will
surely
they
him.
be
Again
the
tiresome
which
when
have
we
love
this
or
lose
at
On
omit
a
and
to
do
not
to
and
the
draws
good,
that
that
tion
itera-
ought
we
ought
we
ought
we
injunctions are
to
fall
be
and
way,
tiresome
be
or
only
can
vague
with
mother,
and
will
lines of conduct
The
told
that, the
effect
stating it.
teacher
follow
teacher,
force,
its
quite likelybe guilty
general
been
father
their
ears
will
lesson
good
a
invariably
should
ought
we
obedient
be
to
in
out
that
the
who
pupil
or
which
reward
moral
repetition.
the
pointed
when
by
lesson
good,
have
got, if they will only be-
own
teacher
of
moral
to
its
the
little boy
not
are
own
that
bad
lovely
Often
weakened
a
they
the
boy
impressed
only
of
win
little
like
if
told
the
may
their
upon
overtook
theirs
be
can
good
story
a
insult
an
little children
Even
without
fate
has
being
of
awful
the
as
bearing
conduct
that
Reason
teacher
the
intelligence.
the
see
the
to
to
do
apt
to
unheeding
on
last.
the
other
the
hand
it would
application
of
the
be
a
mistake
lesson
alto-
Deduction
There
gether.
in
the
are
14
injunctions to
many
Bible.
the
In
the
of
injunctions
connection
It is in
the
of
apprehension
follow
do
to
on
passes
the
conduct
the
moral
and
be
left to
Her
will
or
the
her
to
she
may
right time
to
life of the
pupil.
him
the
and
them
the
when
to
a
rule
the
speak
it may
lesson
which
is
be
The
the
be
when
said
taught,
that
and
teacher.
needs
word
of exhortation
influence
on
her
keep
the
the
understands
she
the
to
just at
come
for
to
of the
is best
between
fellowship
it be
to
what
may
better
will
and
a
of great
closer
easier
judge
such
it must
of the
tact
speak
warning
omit
life and
help
of
to
we
time
proper
time
and
the
Often
repetitionsof
the
of
Paul
But
truth.
the
the
should
which
The
wisdom
knowledge
pupil
do.
the
by
that
truth
tiresome
any
to
injunctions
point
of
close.
always
conduct
the
urge
The
aroused
great
a
knowledge
find
not
is
emotion
of
glow
by
conduct.
to
them
between
religious
followed
always
are
duct
con-
Epistles of Paul,
statements
^ruths
EntVreiy'""'""''
1
more
to
know
silent.
As
skillfully
deeper
the
im-
1
it makes,
pression
for
tiie Reason
Laying Siege to
42
the
making
Especially
should
the
for
the
Christ
teacher
and
pupil
study
how
to
his
duty
most
question
of
point
to
the
prayerfully
when
Decision
will be
there
application.
and
earnestly
less need
the
out
the
take
to
great step of public confession
of
faith
Christ.
in
believe
who
lesson.
doubted.
pointed
vv^isdom
be
done
of this must
be
It is
subject
of
losing
out
and
and
not
with
does
tactful
do
opportunity
an
the
lesson
There
make
to
is
the
a
press
by
and
put
how
some
it into
above
danger
the
arises
home
duty
the
the
subject
person
the
life and
him.
action, and
may
which
is
dangers
and
used
of
out
upon
concrete
has
take
teacher
mentioned,
giving
come
does
lesson
to
is
moral,
naturally
his
of
she
when
by
teacher
the
pointing
power
application
t?a"oTs'"*"" above
seriously
effectiveness
its
in which
way
in every
frequently,it will
which
not
of
in
it too
all the greater
the
to
When
frequent repetition.
cautious
teachers
some
are
this should
that
The
There
that
is
tions
illustrathe
truth
thus
by
Deduction
the
than
to
of
power
by
is meant
words
from
Charles
in
rise
"
to
fireman
a
burning building
We
actor.
as
moral
praise
deed
the
leaves
the
study
right
of
is
judgment
a
child
a
Moral
life
or
experience
in
the
moral
action
things
that
books
drawn
can
.
person
from
persons
we
from
the
read.
life
give meaning
each
But
and
ing
feelTo
.
.
.
illustrating
as
highest
form
ideas
spring
either
in real
.
with
a
tion
disposi-
honesty
quality,the
is, in
.
of
bad.
persons
instruction.
out
this
stronger.
of
a
disposition in
or
with
child
conduct
actions
of
good
given
the
act
society give
condemn
or
tions
rela-
The
rescues
Mceral
Gen-
"The
in
shows
"
school
of
other
?
How
morals.
when
as
each
to
wise
A.
Elements
"
Method":
of persons
ample
Ex-
"
these
leading pubhc
our
Murry,
McMurry
saying,
well
ponder
educators, Dr.
Professor
them.
upon
precept."
of
one
act
the
by
than
teacher
the
and
judgments
is better
Let
rather
example,
exhortation, leading the pupil
direct
is what
This
and
imitation
moral
form
143
Examples
are
to
the
moral
of
only
pre-
Laying Siege
144
If
cepts.
horse,
get
we
'
Beauty
basis
whose
feelings
and
personal contact,
fiction
or
Some
origin.
or
or
of
impressions
with
faith
abstract
in
morals
it is to
and
have
form,
sum
the
up
certain
teaching
of
est
keenTo
to
or
knowledge,
dren
chil-
in
examples, things
truths
be
The
of
a
sonal
per-
which
attempt
to
failure
a
put
In
interested
action.
gin
be-
children.
abstractions
to
tory
hishave
your
qualities.
forms
important
as
from
you
misunderstand
colour,
them
present
almost
moral
individual
with
personality you
overwhelmingly
are
crete
con-
in close
are
character
some
moral
in other
as
a
companion
strongly attracted, gives
been
for
sympathy
you
of
Black
'
always
actions
whose
by
of
story
have
ideas
Moral
animals.
impression
lifetime
a
his
beating
man
the
reading
acquire
we
Reason
ineffaceable
an
By
harshness.
harsh
a
see
we
the
to
to
subject and
children
is
pedagogically
considered.
"
A
litde
reflection
only demanding
moral
lessons
education,
;
choice
will
object
lessons
extensive,
that
show
in the
we
are
field of
systematic object
experiences,
and
episodes
Deduction
life,simple, clear, painted in
human
from
colours
shown
as
beyond
come
in
that
first gave
Luther
is
represented
;
out
great
form
of
Adam
because
sermons,
leads
judgment
teaches
folly of
the
us
force.
overwhelming
of
their
upon
sympathies
Uncle
doing.
was
a
kindles
Tom,
The
love
for heroic
best
myths,
ever
in
with
dreamed
story,
Wendell
Schiller's
deeds
Lear
awakens
Stowe's
than
Tell, in
William
our
in Mrs.
preacher
stronger
Phillips.
judgments
moralist
best
the
King
acts.
rash
more
us
of moral
Evangeline
no
as
in the
realism
vividness
unequalled
to
than
the
career;
impress
individual
the
to
brings
his
in
permanently
and
powerfully
our
Romola
and
honestly
truths
homely
we
deeds
tonic
moral
interesting episodes
Bede
them
of
variety
merits
of Franklin
autobiography
the
reader
a
powerful
a
till
tin
life of Mar-
The
its faults and
with
must
we
personal
them.
rise to
ural
nat-
vices,
definitions
the
with
contact
and
virtues
impulses,
and
words
45
history and
best
our
better
with
sympathize
travel
by
appreciate
To
literature.
to
1
into
play,
siasm.
enthu-
histories, biogra-
146
novels
phies,
of
sources
us
into
and
moral
In the
in the
we
are
in
flesh
the
get
of
act
on
the
soldier
words,
No
one
down
who
to
that
Thy
can
of the
refuse
that
fell among
the
wounded
his
approval
of the
and
was
thieves
than
?
'
the
mine.'
for this act.
who
went
the Samaritan
the
neighbour
'
dying
thieves, and
Jesus put
way,
that
with
man
fell among
Levite
thirst,
sire
great de-
water
is greater
story
critic, Who
it produces.
a
with
cup
him
necessity
the
priest,
passed
His
the
see
of water
cup
a
favour.
fell upon
glance
Jericho and
to
a
of
act
suffering with
for
handed
telling the
After
then
*
his
idealized.
glow
Philip Sidney,
hand
clothed
must
we
feel the
and
masters
and
of kindness
and
moral
the
interest
lead
men
our
yet
but
our
Sir
his
and
name,
viewed
who
Sidney
;
a
kindness
brought,
was
real
impress
out
stir up
ideas
battle-field
reached
of those
of moral
wins
When
they
of the
blood,
which
person
richest
presentations
is not
Generosity
an
deeds
presence
and
because
presence
whose
natures.
the
are
stimulus
immediate
the
Reason
dramas
and
women
To
the
Laying Siege to
And
the
question
to
him
answer
XV
SPECIAL
method
THE
this
of
book
which
the
lessons
or
an
taken.
the
inserted
element
of
in
fact, but
lose
or
in the
of
sight
general
linking
facts
such
which
of
abstract
make
the
of
pupil.
148
duct.
con-
somewhat
a
been
chapters.
But
even
teacher
must
the
appeal
not
abstract
teaching
truths
their
to
has
the
nor
of general
which
difficulty of
truths,
for
large
so
consist
that
foregoing
the
contain
call
son
les-
a
Psalms
the
injunctions
or
lessons
then
from
which
from
such
and
not
will
lessons
treatment
teaching
do
from
Sunday-school
of
series
to
biographical
Scripture,
now
of truth
Such
outlined
the
which
statements
different
of
But
in
Epistles,
the
majority
great
are
is
narratives
in
especially
more
from
taken
historical
outHned
teaching
applies
lessons
and
LESSONS
importance
with
to
of
concrete
the
nation
imagi-
SpecialLessons
the
In
of
teaching
a
Epistles, such
Paul's
t^KpZcs""
of
the
teacher
of
study
Rome
the
at
and
also
mental
their
place
their
of
of
their
be
able
life.
With
produce
to
complete
picture
citizen
the
in
imagine
can
which
herself
the
in
members
would
and
place
imagine
feel when
a
She
things
in
the
different
life
; of
their
and
of
in
leading
she
a
first read.
a
She
the
imagine
Epistle, and
church-
think
she
Apostle
many
at
put
can
herself
the
She
which
the eagerness
of
Roman
service
of those
one
will
and
this time.
holding
a
members,
study
city at
personal application
form
Rome
at
letter from
can
written,
may
dress,
the
of
city of
fairly accurate
a
church
Epistle is
announced.
a
the
in the
the
She
some
of
great
the
in
difficulties
and
number
Lesson,
Epistle was
; the
8-14
International
Church
meeting
occupations,
Christian
church
a
a
material
concrete
the
special temptations
a
the
life of Paul.
picture
used
of
one
xiii.
Temperance
a
this
time
in the
in
as
life of
the
been
times
find
may
Romans
has
series
from
passage
as
which
149
was
making
helpful
of the
ways
Final
l^O
in which
as
might
of the
herself
put
time
he
down
his
which
which
he
had
friends
and
amid
thus
she
of
wonderful
So
in
study
twenty-third, or
the
of
concrete
Let
the
out
teacher
of
a
teacher
back
spirit
very
of
Psalm
thirty-second,or
into
that
may
the
as
the
its
of
concrete
they
were
the
fifty-
put hertime
under
put back
which
realize
day
every-
fervour.
and
personalities and
experience
their
thing
some-
something
such
written, and
were
write
the
circumstances
they
of
but
surroundings,
into
catch
first,the
fhe^islta^'"self
distant
tion,
sympathetic imagina-
the
spiritualglow
the
ter,
let-
of his intimate
to
in
them
heathen
and
far
number
a
put herself
may
to
the
at
the
seen,
anxiety
help
their
Epistle
the
never
his
through
dictate
the
in
from
; and
would
that
life
heard
try
may
Apostle
to
had
junctions
in-
picture his sitting
letter, to
he
she
of the
interest
first
practice the
Or
amanuensis
eager
church
place
the
his
with
into
put
in the
Rome,
Apostle.
in the
wrote
in
dweller
a
she
century,
Suggestions
and
which
them
the
life and
written.
all literature
is
an
Lessons
Special
of
expression
experience
felt
been
that
these
writers
and
then,
pressed
against
these
facts
looked
back
upon
which
memory
past,
and
they
and
in
their
must
with
of
when
before
God.
hearts
be
we
studied
under
a
back
of
into
shepherd,
the
its
a
these
light
of
and
providential
of
thus
guage
lanfrom
the
the
Psalm
life
or
sympathy
and
meaning,
wonderful
piece
becomes
David's
his
periences
ex-
ings
feel-
the
and
full
the
to
and
Psalm
Twenty-third
the
glow
sublime
person
What
in
they
feelings arising
understand
the
writing
and
enter
can
to
them
by
beautiful
its message.
as
life
give expression
put
it, and
grasp
to
therefore
years
give
interpret
to
The
lives
the
through
and
and
experience,
down
experience.
Poem,
long
imagination
thought
human
their
for
sat
in
the
after
human
them
their
revealed
they
of
in
first lived,
perhaps
and
stirred
it is rooted
life, that
suffered,
and
had
;
151
ence
experi-
subsequent
guardianship
of
XVI
is
THIS
not
Yet
view
in
It
and
the
objective
should
will
be
may
those
God.
The
The
stories
characters
Bible
and
are
to
a
incidents
told
152
direct
in
to
one
do
fluence
in-
have
such
those
(i)
with
to
re-
our
and
do
(2)
with
book.
human
very
Bible
the
another,
related
with
which
truths
classes:
which
is
something
pupil.
two
lations
being
Sunday-school
found
have
this
as
most
the
are
which
IfTruthr"
of
Will
the
to
first
the
through
that
and
into
divided
be
will
which
truths
The
the
all
as
greatest
the
upon
of
said
the
have
of
fitting
seems
here
all
in
to
teach.
to
forth
or
how
on
what
insistence
point
it
teaching,
book
a
set
Citadel
religion
on
on
aim
the
the
upon
is
not
the
of
and
chapter,
book
of
treatise
a
theology.
teach
GOD
OF
CONSCIOUSNESS
THE
of
its many
simplicity,
The
art, and
vividness, unconscious
that
is to
"
of the
purpose
give
God's
to
and
the
find
here
meant
the
lesson
that
drawn
facts.
But
will
permit
seek
to
make
His
work
her
will
in
and
clear
is held
God,
teacher
so,
that each
the
the
actor
the
of
the
should
character
the
and
characters
no
pupil to
the
is shown
person
which
the
reveal
Bible
he
lesson
the
lesson
teacher
facts which
in
of
fairly out
God
relationship
Every
clearly
vivid, showing
it that
to
put into
inferences
such
facts
cordance
ac-
It is
not
personality,His
and
before
is to
it does
arise
through
seeing
up
but
to
Him.
God.
Only
selectingthose
best, and
fore
There-
concerning
do
God's
acter,
char-
seeks
the
to
world.
the
use
that
whenever
His
if she
the
as
of
It is
purpose,
logically teach.
be
purpose
in
own
truth
the
Bible
best
something
should
and
in the
in it the
not
and
purpose
its
ture,
na-
of God.
expression
53
of human
study
Its chief
revelation
will
to
this is not
the
teacher
with
to
Bible.
a
us
Word,"
plan
But
equal.
no
1
truth
for the
text-book
a
as
life it has
main
of God
Consciousness
at
cidents,
inGod
character
exclusion
with
ence
refer-
occupies
should
of
to
be
Final
154
subordinate
of
the
bring
into
vital
will
of
Thus
God,
of God
shall
be
and
richness
But
in
a
mirror
glory
even
Here
again
from
of
such
of
almost
to
an
remembers
be
the
not
persons,
and
rich
be
"
the
personality."
time
when
he
formed
transto
motor
The
that
the
own
life
emanating
truths
about
mental
tures
pic-
mental
Influence
characters.
as
glory
her
vivid
:
Spirit."
those
persons,
to
says
are
note
but
defined
imaged
the
persons,
their
he
from
upon
been
f^om
be
in the third
Lord,
Lord
influences
have
Personal^/
the
teacher
the
depth,
may
when
image
the
let
powerful
most
in
face, beholding
of
same
in
deepest
he
speaks
unveiled
and
conception
that
so
Paul
glory
the
as
and
his
Corinthians
the
into
and
;
of whom
all with
we
that
pupil
of God
constantly growing
of Second
chapter
revelation
; so
power
of those
one
him
upon
seek
heart
mind,
its fullest
make
will
will of the
the
the
that
so
in the drama
teacher
and
with
shall
impression
the
heart
mind,
contact
Bible
the
"
the chief character
to
redemption.
to
Suggestions
ceptions
con-
might
response
writer
well
first left home
Final
156
of which
knowledge
spiritual insight
the
that
it is not
that
is advocated
in
the
and
the
The
imagination
make
His
concrete
strive then
of
God
of
one
^^^
Conscious-
which
miud,
frequently, and
his
subconscious
his
actions.
or
God
so
in
the
lie
pupil's
into
spring**
We
when
he
in
wish
to
be
will
the
frequently recalled,
thought
as
He
Saviour, helper
is in
and
a
that
to
way
make
says
so
of
thought
not
only
near
God
him
to
or
and
will become
ever-present
friend, sharing
with
at
his prayers,
conscience,
reality,an
life,sympathizing
upon
influence
the
present
sting
is in trouble, but
work
even
he
when
feels
he
will
mind
which
one
of his consciousness
centre
which
intervals, as
when
make
to
'^
the
rare
pupil.
which
of
will
to
character
the
nessofGod
of
appeal
those
surface
work
at
teachers
as
these
tant
impor-
the
to
that
as
God
their
"^^'*
Pupil's
reveal
in
it clear
in this book.
by
thought
cuitivatin
made
facts
real and
much
hoped
which
to
are
have
which
and
purpose
We
It is
of such
study
those
world
help
not
growth.
or
the
are
and
heart
does
chapters
preceding
facts
Suggestions
nermost
in his in-
him
in
his
grieving
sorrow,
We
association
of
him
reminded
are
ideas
from
which
have
which
come
been
number
oftener
the
of
consciousness
the
teacher
and
the
the
better
Let
the
the
consciousness
of
the
make
closer
will
thought
of
can
thought
of
she
with
teacher
of
recall
God
has
?"^rnVsl?;God"given
she
were
from
the
has
the
the
pupil,
knit
up
in
making
influence
the
on
that
his life.
of
growth
own
studied
His
herself
to
found
Him
to
real
more
to
into
daily life,the
in her
margin
Hence
his
succeed
dominating
the
to
him
of
form
brought
appear
help
mind,
centre
pupil, the
can
God
is
the
those
the
in the
God
to
are
thereby
him
she
she
it
mind
associations.
thought
the
Those
lie nearest
which
and
of
subconscious
mind.
plainly
law
passage
frequently in
most
consciousness,
largest
the
which
most
out
it is the
the
subconscious
the
failures,
happiness.
the conscious
ideas
157
and
that
again
governs
to
of
in his
which
Association
surface
sins
his
over
rejoicing with
and
of God
Consciousness
The
the
the
mind.
As
Word
and
His
service.
coming
centre
of
as
her
1
Final
58
consciousness.
many
He
one
with
and
most
longer
a
has
intimate
but
it,so
that
rather
at
certain
small
An
the
or
playing.
and
will
you
patter of feet up
;
is
there
is
found, he
and
From
"
says,
his
a
the
of
Him
is
flash
into
puts
I
busy
known
just came
earliest
his
sciousness.
con-
writer
should
would
you
mind
is
was
tirely
en-
upon
the
toy he is
with
whom
he
for
in to
and
give
the
the
along
around
arm
one
is
little while,
a
his toy ; there
mother,
years,
her
the
play,
that
near
If you
steps and
his
so
to
at
drop
call to
to
comes
other
him
him
see
no
about
that
watch
is
is
companion
But
; He
she
fixed
using
closest
from
him
think
is
absent
of his mother.
Illustration
He
seldom
boy
see
she
the
occasions,
He
son
per-
whom
into
come
moment
fond
unusually
is
thought
any
with
relationship;
rare
when
the
matters,
on
among
chief
companionship
who,
even
one
the
one
far-off
she
whom
mind,
become
longer
no
longer
no
has
vague,
one
it may
is
He
is
occupies
A
He
persons,
;
Suggestions
when
her
you
a
is
a
way
hallshe
neck,
hug."
dominant
The
fact of
that
she
is
and
when
and
hardly
he
is busiest, the
her.
This
we
could
the
minds
would
occurs
of
and
When
inner
the
our
pupils
mean
in
becomes
and
allow
other
possession
Him
so
Again
of
we
learn
hug
So
God
and
if
into
what
comfort,
in
dominating
that
afraid
are
because
to
in and
come
that
minds,
Him
obey
dis-
forget Him,
we
to
life.
of
think
we
in the
sin
we
take
against
often.
God
when
love
strong.
and
extent,
the
thoughts
our
of
of
centre
day.
a
is
pected
unex-
enthroned
wc
is
of her
go
upon
When
It
the
that
to
influence
Him.
thought,
lives !
will
often,
the
So
most
must
help
becomes
Obedience
into
thought
thus
life,His
the
times
in their
joy
God
he
his
thought
at
many
only get
it not
power
and
been
his mother.
it flashes
consciousness,
159
has
from
absent
ever
moments
his
of
care
surface, that
the
near
so
consciousness
boy's
love
presence,
of God
Consciousness
for
Him
It is another
to
love
enthroned
is
those
in
deep and
will grow
law
of
our
things
sciousness,
con-
minds
and
that
persons
Final
l6o
that
oftenest
are
referred
Suggestions
there.
present
to
love
our
often
the
things
inanimate
with
association
and
strong
show
together
with
those
since
are
His
friend,
we
is
is
His
be
can
often
present
will learn
The
thought
influence
in
of
the
At
the
and
us
sister,
love
to
be
loved,
and
and
His
love
if the
thought
of
minds
love
Him.
was
the
utterance
our
of Christ.
twelve, His
of
of
dominating
teachings
age
earthly
shows
first
Him
uod
in
conscious, loving
relationship to
must
husband
of any
the
in
life and
recorded
^.^T'^G?/"'""'
ot
to
that
God
The
closely associated,
those
to
more
home.
bind
kindness
sure
even
much
it is for
are
greater than
pupils,they
ness
which
worthy
so
so
love
to
child, brother
we
care,
much
so
Him
God
minds
How
natural
whom
since
and
how
are
of their intimate
in the
ties
and
wife, parent
and
because
persons
tender
there
our
learn
we
lives.
our
this is of the
true
that
ready
al-
It is because
objects
before
brought
have
of home.
the
Love
We
be
about
My
God,
Father's
"
Wist
business?"
and
ye
dient
obenot
The
I
The
of
Gospel
study
a
John
that
absent
from
are
does
His
He
his
and
one,
of
that
men
only living
and
true
Thou
down
from
heaven
taught
; for
this
this
He
rules
conscious,
God
to
until
the
earth
the
end
So
the
as
shall
bring
He
will
of
the
and
God
it is in
face,
waters
Jesus
and
; for
this
He
into
relationship
reign
to
shall
the
shall
God,
cover
sea,
until
have
livered
dethe
even
all in all.
Christ
that
It is
His
the
came
race
Lord
to
be
of God.
studying
cross
continue
He
kingdom
shall
the
cover
when
He
; for
is
Christ
lived
human
the
This
"
He
dead
the
Him;
Thee,
obedient
and
come
up
full revelation
His
this
on
in
out
this
this
died
ters
chap-
Jesus
For
the
few
about
and
; for
knowledge
the
Father,
loving
for
;
: to
Father
know
God
He
the
else.
should
from
arose
lives and
talk
to
sent."
hast
never
come
hardly anything
life eternal
whom
God
of
and
was
in those
times
loved
He
and
be
to
Jesus,
God
He
thought
speech.
talked
mind.
seventy
the
of
thought
said
of
consciousness
the
i6i
be
ahnost
might
the
ot
shows
of God
Consciousness
have
the
by looking
into
we
life, following
in
l62
Final
His
that
giving
and
footsteps,
service,
Suggestions
into
come
we
with
Jesus
Christ
the
of
Revelation
f
j
To
up
for
bring
in
Christ,
Christ."
the
His
to
fellowship
so
it
is
the
Sundav-school
as
J
God
Stated
**
closest
And
God.
lives
our
in
pupil
the
and
to
to
send
the
Christ,
him
first
to
forth
chapter
build
to
him
work
: