? Are you studying to improve in this line? Even
if your lesson material does not provide stories, do you bring such
material in for your class?

4. What use do you make of nature in the teaching of religion?
President Hall thinks that nature material is one of the best
sources of religious instruction. Do you agree with him? Are you
sufficiently in love with nature yourself, and sufficiently
acquainted with nature so that you can successfully use the nature
motive in your teaching?

5. Do you constantly make use of stories and illustrations from the
lives of great men and women in your teaching? Do you take a
reasonable proportion of these from contemporary life? Do you bring
in stories of fine actions by boys and girls? What use have you
been making of events in the lives of nations in your teaching? Are
you reading and studying to become more fully prepared to use this
type of material?

FOR FURTHER READING

Houghton, Telling Bible Stories.

Raymont, The Use of the Bible in the Education of the Young.

Brace, The Training of the Twelve.

Drake, Problems of Religion, chapter IX.

Athearn, The Church School.

CHAPTER VIII

THE ORGANIZATION OF MATERIAL

The organization of material to adapt it to the learner's mind and
arrange it for the teacher's use in instruction is hardly less important
than choosing the subject matter itself. By organization is meant the
plan, order, or arrangement by which the different sections of material
are made ready for presentation to the child. The problems of
organization may apply either (1) to the _curriculum as a whole_, or (2)
to any particular section of it used for _a day's lesson_.

It is possible to distinguish four different types of organization
commonly used in preparing material for religious instruction:

1. The _haphazard_, in which there is no definite plan or order, no
thread of purpose or relationship uniting the parts, no guiding
principle determining the order and sequence.

2. The _logical_, in which the nature and relationships of the material
itself determine the plan and order, the question of ease and
effectiveness in learning being secondary or not considered.

3. The _chronological_, applicable especially to historical material, in
which the events, characters, and facts are taken up in the order of the
time of their appearance and their sequence in the entire