I. _The Necessity of Preparation._—All that was adduced in the last
lesson to show the importance of the week-day work, might well be
repeated as arguments for the preparation of the lesson.
1. _It is necessary from the limitation of time._—The teacher must study
his subject thoroughly, in order to employ to the utmost that precious
half hour of the lesson.
2. _It is necessary from the nature of the subjects._—No one should
venture to instruct upon the all-important, the profound, the difficult
themes of the Gospel, who has not given them special and intense thought.
3. _It is necessary from the condition of the pupil._—Because the scholar
is unprepared, careless, unthinking, the teacher must be alert, able,
equipped. Any one can teach a genius, but it requires a genius to teach a
dullard.
II. _The general aims of preparation._—In the teacher’s study of the
Scripture three aims should at all times be kept in view.
1. _His first aim should be to interpret the meaning of the Word._—We
should study, not to interject into the Scriptures our own views, or the
doctrines of our school of thought, but to ascertain what God meant in
the Book, to learn “the mind of the Spirit.”
2. _His second aim should be to satisfy the needs of his own spiritual
nature._—No man can feed others unless he has himself been fed. Let the
teacher fill his own heart with the Word of life, and then he will be
able to inspire his class with hunger for the truth.
3. _His third aim should be to supply the needs of his class._—He is
a teacher as well as a learner, and must ever study with the full
knowledge of his scholar’s needs, seeking in the lesson for that which is
especially fitted for them and can be adapted to them.
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._