sson

son is expressed in Captain Cuttl

commentaries I can find, and as many of them as I can find time for. I have "mulled" over the matter

copy of the lesson text before me, I construc

roduction. How shall I fit this trip in with las

e lesson text some word to represent each question, such as "a

rd is my shepherd; I shall not want," and the questions: (1) How was this imagery prompted by David's life? (2) What use did our Lord make of the same simile? (3) What comfort should we get from this thought in th

or that question. These words, in the order of the questions, are: (1) "shepherd"; (2) "Lord"; (3) "my"; (

estion, but that very thought will fix the question more firmly in the mind. If more than on

ents, "railroading" is in order-a line, that is, drawn clear across

on all the points of history, geography, biography, customs, dates, and the like, and in the other the points requiring practical application to heart and life. The l

-the merely explanatory and the hortatory. Use black ink for the first and red ink for the second, or a straight

ustom, every reference to other parts of the Scriptures, every point for practical application. I have under

l be better for me than any other man's. The outline is the plan of campaign, the thing I wish especially to emphasize

the words that have reference to the thought around which I intend to center the entire lesson-

topping at each to frame a question of my own and to make sure of my best answer. I do this in precisely the order in which I intend to take up these points in the class. Not the smallest part of my work at this j

page of lesson text has become a graphic picture of

interests involved; and every repetition of it will increase your skill, and the rapidity of your work. I have used