Making sure of a point of contact.—­All these facts point the way for the teacher in the planning and organization of material for his class.  The point of departure must always be sought in some immediate interest or activity in the life of the child, and not in some abstract truth or far-away lesson, however precious these may be to the adult Christian.  And no lesson is ready for presentation until the way into the child’s interest and comprehension has been found.  Many a lesson that might have been full of rich spiritual meaning for the child has been lost to our pupils because it was presented out of season, or because the vital connection between the truth and the child’s experience was not discovered by the teacher.

This principle suggests that in the main children should not be taught religious truths in terms which they cannot grasp, nor in such a way that the application to their own lives is not clear.  For example, the vital truths contained in the church catechisms are not for children; the statement of them is too abstract and difficult, and the meaning too remote from the child’s experience.  Many of the same truths can be presented to children in the form of stories or illustrations; other of the truths may rest until the child becomes older before claiming his attention.  Bible verses and sentiments completely outside the child’s comprehension are not good material for memorizing.  Lessons upon the more difficult concepts and deeper problems of religion belong to the adult age, and should not be forced upon children.

Our guiding principle, therefore, is to keep close to the mind, heart, and daily life of childhood. Then adapt the subject matter we teach to the mind, interests, and needs of those we teach. Definitions, rules, abstract statements, general truths have little or no value with children.  It is the story, the concrete incident, the direct application growing out of their own experiences that takes hold.

PRESENTING THE LESSON—­INSTRUCTION

After the aim has been clearly conceived, and after the lesson material has been wisely chosen and properly organized, there still remains the most important part—­that of “getting the lesson across” to the class.  Many a valuable lesson, full of helpfulness, has been lost to the pupils because the teacher lacked the power to bring his class to the right pitch for receiving and retaining impressions.  Many a class period has been wasted because the teacher failed to present the material of the lesson so that it gripped interest and compelled attention.

Response a test of instruction.—­The first test of good instruction is the response of the class.  Are the children alert?  Are they keen for discussion, or for listening to stories told or applications made?  Do they think?  Do they enjoy the lesson hour, and give themselves happily and whole-heartedly to it?  Is their conduct good, and their attitude serious, reverent, and attentive?  Are they all “in the game,” or are there laggards, inattentive ones, and mischief-makers?