f circumstances, one method is invariably the best
method.

Let us, then, turn to the different methods and consider their relative
values. Five possibilities immediately suggest themselves:

1. The story method.
2. The "reading 'round" method.
3. The special topic method.
4. The lecture method.
5. The discussion method, built up through questions and answers.

1. _The Story Method._ The story is the method for childhood. "All the
world loves a story." Children certainly are a part of that world. How
they thrill in response to the appeal of a good story. Their little
souls fairly seem to open to receive it. What an opportunity--what a
sacred trust--is the teacher's as he undertakes to satisfy that soul
hunger! The subject, the story, has been so fully gone into by Brother
Driggs in his book, _The Art of Teaching_, that we need not attempt to
discuss it fully here. Then, too, so many other excellent books have
been written on the art of the story that the teacher need only be
referred to them. Suffice it here to make two observations in passing.
The best stories for purposes of religious instruction should possess
four essential characteristics:

Point--Brevity--Message--Adaptation to the experience of pupils.

And, of course, this message should be a truth appropriate to the
occasion--a message heightened by the spirit of the Gospel of Jesus
Christ.

The second observation has to do with the telling of the story.
Naturally it should be well told. But the story hour should not be one
of mere telling. The child, in addition to listening to the story,
should be given opportunity to express its reaction to the story
told--should be directed in discovering the avenue through which it will
carry into action the emotion aroused by the story.

2. _The "Reading 'Round" Method._ The old idea of a class coming
together and sitting through a process of reading in turn from the one
book in the class as it was passed about is largely a thing of the past.
Let us hope that the day when neither teacher nor pupil prepared his
lesson is gone forever. Surely "reading 'round" is a poor substitute for
preparation. And it clearly is a dull, routine method of procedure. But
there was one merit attached to it that is worthy our consideration. It
did bring the scriptures into the hands of our pupils. Whatever method
we may follow, this contact with the actual word of the Lord is a
valuable asset. We cannot advocate resorting