at the same
time.

The Pupil

The lessons on The Pupil enter a field of study with which the average
teacher is perhaps less familiar than with the Bible section. Hence
the leader will do well to begin slowly and to allow plenty of time
for discussion in the class. Professional teachers who have studied
the science of psychology may be very helpful in occasional talks to
the class, provided you are assured in advance that they will not
confuse the students by the use of technical terms. Such talks from
outsiders should be brief, and confined to one phase of the subject,
and time should be allowed for questions by the students and informal
discussion.

Students should be encouraged to find their own illustrations for
certain well-defined statements. Take, for instance, the paragraph
_Imitation_ under numbered paragraph 6, on page 144. One or more
students may be asked to bring illustrations of this statement from
their own home or Sunday-school experience in a given week. One will
tell how he saw a neighbor's boy try to keep step with his father
while on a walk. Another will describe the actions of a little girl
she saw dressed in her mother's skirt--actions plainly imitative of
the mother herself. Illustrations like these observed and reported by
the students themselves will greatly aid in the study of the section,
and will be much more valuable than illustrations ordinarily furnished
in the text. The leader is urged, however, to challenge any
illustration which misses the point or gives a wrong impression.

#Bringing the Teaching to a Focus.#--In some cases the superintendent
of the department which includes the age under discussion (as, for
instance, The Beginners Department), whether a member of the class or
not, may be invited to tell in from five to ten minutes how far he or
she is able to meet the _opportunities_, supply the _needs_, overcome
the _difficulties_, and realize the _results_ so clearly stated by
Mrs. Lamoreaux in the closing paragraphs of each chapter. This would
give the whole lesson a local setting and application.

The Teacher

The remarks in the first paragraph of the section under The Pupil,
just preceding, apply equally here. Outside help is desirable, but
simplicity in treatment must be maintained. Profound knowledge of a
subject does not insure ability to restate that knowledge in simple
terms. Better not have the profound knowledge displayed if it is going
to leave the students