The healing of the two blind men.
It is perfectly clear that all of these incidents could not be
adequately considered in any one lesson. Assuming that the teacher is
free to handle this ninth chapter as he pleases, we are forced to the
conclusion that knowing his class, as he does, he must choose that
incident or that combination of incidents which will mean most in the
lives of his pupils. In other words, he centers his attention upon one
major central truth--his aim. By so doing he guards against wandering
and inadequacy of treatment and makes for the unified presentation of
one forceful thought.
It ought to be pointed out here that every teacher must be the judge as
to what constitutes for him the best aim. It is quite clear that any one
teacher could find in this ninth chapter of Matthew at least four or
five worthy aims. Three different teachers could possibly find as many
more, each equally worthy of development. All other things being equal,
that aim is best which most completely and forcefully covers the chapter
or passage in question. To illustrate: Suppose we are asked to teach a
lesson on the Prodigal Son. One aim that could be chosen clearly is that
of _jealousy_ on the part of the prodigal's brother. A second one might
be repentance, as typified in the action of the prodigal.
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