situation or
account.

4. The _psychological_, in which the first and most important question
is the most natural and favorable mode of approach for the learner--how
the material shall be planned and arranged to suit his power and grasp,
appeal to his interest, and relate itself to his actual needs and
experience.

TYPES OF ORGANIZATION

Haphazard organization.--The _haphazard_ plan, which is really no plan
at all, is, of course, wholly indefensible. No teacher has a right to go
before his class with his material in so nebulous a state that it lacks
coordination and purpose. It is this that results in chance and
unrelated questions, irrelevant discussions, and fruitless wanderings
without definite purpose over the field of the lesson, such as may
sometimes be seen in church classes.

The outcome of such instruction hardly can be more than occasional,
disconnected scraps of information, or fragmentary impressions which are
never gathered up and bound together into completed ideals and
convictions. The haphazard type of organization may result from
incompetence, indifference, and failure to prepare, or from taking a
ready-made and poorly prepared plan from the "lesson helps" which is not
adapted to our class. Pity the child assigned to a class presided over
by a teacher who esteems his privilege so lightly as not to make ready
for his task by careful planning.

Logical organization.--In the _logical_ arrangement of material, the
first care is not given to planning it in the most favorable way for the
one who studies and learns it, but, rather, to fit together the
different parts of the subject matter in the way best suited to its
logical relationships. The child is pedagogically ignored; the material
receives primary consideration. The logical order of material fits the
mind of the adult, the scholar, the expert, the master in his field of
knowledge; it begins with the most general and abstract truths. But the
child naturally starts with the particular and the concrete. It gives
rules, principles, definitions, while the child asks for illustrations,
applications, real instances, and actual cases.

The logical method is adapted to the trained explorer in the fields of
learning, to one who has been over the ground and knows all of its
details, and not to the young novice just starting his discoveries in
regions that are strange to him. The logical plan will teach the young
child the general plan of salvation, man'