Suppose we face a group of adolescent boys to teach them a lesson on the
importance of their attending church. If we proceed with a preachment
on their duties and obligations, we are quite certain to lose their
interest. Boys do not like to be preached at.
We know, however, that they are interested in automobiles. By starting
out with some vital observation or question out of the automobile world,
we may count on their attention. Following the discussion thus raised,
we might then inquire the purpose of the garages that we find along all
public highways. We could dwell upon the significance of repairs in
maintaining the efficiency of cars. Now we are prepared for the query,
Is it not essential that we have spiritual garages for the souls of men,
garages where supplies and repairs may be had?
The "gas" of faith.
The "oil" of consolation.
The "adjustment" of repentance.
The "charging" of our spiritual batteries, etc.
Once led into the subject, boys can be made to see that spiritual
problems are even more vital than material ones.
The point of contact established, we next face the matter of _Lesson
Statement_. The subject matter must either be in mind already because of
home preparation, or the teacher must supply it. In the smaller classes
the teacher generally will have to tell in good part what he wishes to
convey; in the larger classes, there are the possibilities of home
preparation, topical reports, the lecture, and the socialized recitation
built up by questions and discussions.
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