All have Bibles, of course. The references are numbered. "Mr. Brown, please find No. 1; Mr. Jones, No. 2; Mr. Robinson, No. 3," and so on. In a few seconds we are ready for a discussion of the first division. I shall trust to the scholars' memory for the commoner quotations, and not trust in vain, if I have done my duty previously. This division disposed of, more or less to our satisfaction, we pass to another point, then to another, rapidly or leisurely, as the time permits, being careful that in the half-hour the general scope of Bible thought in the matter, its largeness and depth, its insight and minuteness of detail, be adequately exhibited.

May I show you a sample outline?

FAITH.

Manifestly, when this plan is carried out, there will be scant time for the regular lesson; probably no time at all. The next Sunday two lessons must be recited. But your topical study has grown out of the regular lessons, and in its turn will excite in them fresh interest.

It is obvious that each teacher must choose his own topics and make his own outlines, suited to his own methods of thought, and to the age and intelligence of his class. The above was used in a class of young men, college students in part. Themes of an entirely different nature might well be chosen,—a view of Christ's miracles or parables or sermons, of Old Testament miracles, or of sacred history in some one line. It might even be found profitable, as it surely would be interesting, to collate, arrange, and discuss Scripture references to the eye, the ear, birds, flowers, trumpets. To my mind, some such occasional excursion as this seems to lead the scholars, especially those approaching manhood and womanhood, to a more comprehensive and methodical knowledge of the riches of the best Book, and to one of the most resultful methods of studying it.


Chapter XIX

Introducing Thoughts