knows the result
he should like to have follow his lesson, in the lives of his pupils. He
knows, too, their tendencies and their needs. In giving attention to
application he is merely making a survey of the possible channel into
which he can direct his pupils' activities. In considering application
he asks, "Of what use will this material be in the experience of my
pupils?" The test-application is the real test--both of the subject
matter presented and of the effectiveness of the presentation.

5. _Questions._ Finally, lesson preparation is not complete unless the
teacher has formulated a few thought-provoking questions which go to the
very heart of the lesson. The question is the great challenge to the
seeker after truth. It is easy to ask questions, but to propound queries
that stir pupils to an intellectual awakening is a real art. Surely no
preparation can be fully complete unless it involves:

The selection of an aim.
The orderly organization of material.
The collecting of rich illustrations.
The pondering of facts to their application.
The formulating of at least a few thoroughly stimulating questions.

Can we not agree to these steps as fundamental in the proper preparation
of our lessons in all of our Church organizations?

With the subject matter well in mind--the work behind the scenes
completed, the teacher is then prepared for the problem of
presentation--is ready to appear on the stage of class activity. The
first outstanding problem in lesson presentation is that of the _Point
of Contact_. This is a phrase variously interpreted and often
misunderstood. Perhaps it is not the happiest expression we could wish,
but it is so generally used and is so significant when understood that
we ought to standardize it and interpret it as it affects our Church
work.

When a class assembles for recitation purposes its members present
themselves with all kinds of mental attitudes and mind content. The
various groups of a Mutual class may have been engaged in all sorts of
activities just before entering their classroom. One group may have been
discussing politics; another may have been engaged in a game of ball; a
third may have been practicing as a quartette; and still a fourth may
have been busy at office work. Facing such a collection of groups stands
a teacher who for an hour or more has dismissed all temporal matters,
and has been pondering the spiritual significance of prayer. Evidently
there is a gr