West Virginia freeman. (Parkersburg, W. Va.) 1881-1886, 1881-06-15

ply chiefly to large adult classes.
1t is best not to have more than
eight or ten pupils in class, the
teacher making the lesson SO at
tractive that the average attend
ance is equal to the number Of
names on the roll.
You have class of this kind,
and the lesson relates to what occur
red during one. Of Christ's visits to
Jerusalem. You have map of
Palestine which you drew yourself
on large sheet of paper. You
marked only few places at first.
Being few they are more distinct
and impressive; you afterwards
mark such places as the lesson re-
fersto. You may have also, a plot
of the city in the time of Christ.
This will enable you to follow
Christ to the temple, and in the
evening see him enter the road to
Bethany You begin by showing
the connection between this and the
previous lesson, being careful to
impart all information concerning
dates and places. The average boy
cannot appreciate distractions. He
wants everything to be as real and
life-like as possible. The more
graphic and clear your picture,
the deeper will be the impression
made upon his mind. Having
made this reference to dates and
places as interesting as possible, you
trace upon the map the journey
from Galilee to Jerusalem. Then
you enter the city and follow the
Savior during the day, explaining
all reference to architecture and so
cial life, and bringing the whole
scene before the minds of the
class.
Now you proceed to question the
members of the class concerning
their knowledge Of the lesson. But
YOU are careful not to ask the
printed questions. That would en-
courage the pupil who has memo
rized the answers to Il list of ques-
tions, but who has no real knowl-
edge Of the lesson. You try to pre-
pare the questions that will bring
into view the truths of the lesson,
and encourage thoughtful study in
the future Somtimes you pause in
the questioning to make such re-
marks as the answers seem to de-
mand. Difficulties are removed,
and thoughts that are only half I'M
derstood are fully explained. You
endeavor to meet the wants that
are indicated by the pupils answer.
This method of asking questions
and interspersing remarks will not
only induce people to study, but
will help them to thorough and
complete knowledge Of the lesson.
Besides this, it is well for the
teacher to have in view the indi-
vidualities of each pupil. One
mind will prefer the historical feat
ures, another will turn Instructive
ly to the literary and moral beau
ties Of the lesson, while a tAird will
study the development Of the diff
erent characters. These individu-
alities of nature will be recognized
by the thoughtful teacher, and ifhe
studies the disposition of pupils as
well, he will the more easily win
their affections and lead them to
Christ. ..#r. ...
Further, the teacher should adopt
himself to the capacity of his class.
In his general teaching he will
keep his eye on the dullest pupil
and make everything plain to him.
And when making personal re-
marks he will be guided by each
character.
Again, you will add interest and
instruction to the lesson by the use
of scriptural illustrations. If the
passage contains Christ's. words
concerning the divine government
of men, it will be best to refer to a
fragment of Old Testament history
in which those words are illustra-
ted and made plain This will in
crease the pupils knowledge Of
scripture and will form a habit of
allowing the Bible to interpret and
explain itself.
| would suggest also that during
the lesson-near its close may be
best-an opportunity be given the
! L l. NJ