complex art with all of these
factors inseparably contributing to the results desired--but, for
purposes of clearness, may we not proceed to give attention to each in
its turn that in the end the teaching process may the more definitely
stand out in all its aspects?

For convenience, then, let us in this chapter consider the problem of
organization. How to outline a lesson is one of the most fundamental
considerations involved in the teaching process. In fact, it is doubtful
whether there is any one more helpful attainment than the ability
clearly to outline subject matter. It not only enables the teacher to
proceed systematically, thereby insuring clearness and adequate
treatment of a lesson, but it makes it so easy and profitable for a
class to follow the discussion. Outlining to teaching is what
organization is to business. Just as the aim points out the goal we
seek, so the outline indicates the route we shall follow to attain the
goal. Outlining is simply surveying the road before the concrete is
laid.

Occasionally a teacher objects to outlining on the ground that it is too
mechanical--that it destroys spontaneity and the flow of the Spirit of
the Lord. It has always seemed to the writer that the Spirit of the Lord
is quite as pleased to follow a straight path as it is to follow a
crooked one. Outlining is not in any sense a substitute for
inspiration--it is merely a guarantee, by way of preparation, that the
teacher has done his part and can in good conscience ask for that
spiritual aid and guidance which he then is entitled to. The fact that
order is a law of heaven rather indicates that there is no divine
injunction against outlining.

Of course, outlining is not an end in itself--it is a means merely to
more systematic procedure. Two difficulties frequently attach to
outlining: one is that the outline is made so complex that it hinders
rather than helps in the matter of clearness; the other is that a
teacher may become "outline bound," in which case his teaching becomes
mechanical and labored. Such a teacher illustrates clearly the force of
the passage, "The letter killeth, but the spirit giveth life."

But if the outline is made simple--if it is considered as merely a
skeleton upon which is to be built the lesson--it is one of the greatest
assets a teacher can have. Perhaps we can make the matter clearest by
going through the process of outlining a lesson, indicating the
essential steps involved.

Sup