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, in