III. The Departments of Preparation.—(We condense here the outline of Dr. Vincent, in the “Chautauqua Normal Guide.”) There are five lines of investigation and preparation to be followed by the teacher; not necessarily in this order, but embodying these departments.
1. The Analysis of the Lesson-Text.—The teacher who seeks to know the contents of the lesson will find them under the following seven elements. 1. The time to which the lesson belongs, year, period, relation to last lesson, etc. 2. The places referred to in the lesson, or where its events occurred; their location, history, associations. 3. The persons, who they were; what is known of them; the characters displayed. 4. The facts or thoughts of the lesson; facts if historical; thoughts if ethical or doctrinal, as the Epistles. 5. The difficulties encountered in the explanation of the lesson, whether in its statements, or their relation to other parts of Scripture. 6. The doctrines or general principles taught. 7. The duties inculcated in the lesson or to be drawn from it.
2. The Collation of Parallel Passages.—Every text which will shed light upon a fact or a thought in the lesson should be searched. Spurgeon says: “The best commentary on a passage of Scripture is the spirit of God;” and that it reveals itself in the parallel passages.
3. The Exploration of the Lesson-Text, for its central topic; the underlying spiritual thought which runs through it and is to be presented from it.
4. The Adaptation of the Lesson to the Class.—This subject receives more full and suggestive treatment in Lesson vii. The teacher must prepare his lesson with the condition and characteristics of his pupils in his mind.
5. The Preparation of the Teaching Plan.—The teacher should know not only what he is to teach, but how he is to teach it; in what order of thought; with what opening sentences, illustrations, application, and closing utterances.
IV. Hints on Preparation.—1. Begin early in the week, as soon after the teaching of the last lesson as possible. 2. Read the lesson often; at least once each day, and thoughtfully. 3. Pray much over the lesson; for by communion with the Author of the Word we enter into knowledge of the Word. 4. Use all the helps accessible, in the line of commentaries, Bible dictionaries, etc. 5. Study independently, using the thoughts of others to quicken your own thought, and not in place of it. 6. Talk with others about the lesson, in the family, in the teachers’ meeting, and in social life. 7. Do not expect to use all your material. All the knowledge gained will add power to the teaching of that portion of the knowledge imparted.
The Art of Reading.—I used to believe a great deal more in opportunities and less in application than I do now. Time and health are needed, but with these there are always opportunities. Rich people have a fancy for spending money very uselessly on their culture because it seems to them more valuable when it has been costly; but the truth is, that by the blessing of good and cheap literature, intellectual light has become almost as accessible as daylight. I have a rich friend who travels more, and buys more costly things than I do, but he does not really learn more or advance farther in the twelvemonth. If my days are fully occupied, what has he to set against them? only other well occupied days, no more. If he is getting benefit at St. Petersburg he is missing the benefit I am getting round my house and in it. The sum of the year’s benefit seems to be surprisingly alike in both cases. So if you are reading a piece of thoroughly good literature, Baron Rothschild may possibly be as well occupied as you—he is certainly not better occupied. When I open a noble volume I say to myself, “now the only Crœsus that I envy is he who is reading a better book than this.”—Philip G. Hamerton.