ecitation. The aim singles out
what can be appropriately grouped under one unified discussion.

If we turn, for instance, to the ninth chapter of Matthew, we find at
least eight different major incidents, each one deserving a lesson in
itself. There is the case of:

The palsy.
The charge of blasphemy.
The glorifying of God by the multitude.
The calling of Matthew.
The statement that only the sick need the physician.
The case of new cloth and the old garment.
The raising of the daughter of Jairus.
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. Still a third
might be the compassion and forgiveness of the father, as typical of
those same qualities in our heavenly Father. Which, to you, is the most
forceful and significant? That one to you is _your_ best aim.

The wording of the aim is a matter that gives rise to a good bit of
disagreement. There are those who maintain that if the aim announces the
subject as a sort of heading that is sufficient. Others contend that the
aim should crystallize into axiomatic form the thought of the lesson. Of
course, the real force of the aim lies in its serving as the focus of
thought. The wording of it is of secondary import